Place-based instructional practices can be applied to literacy instructional techniques through reading aloud in local community places. In today’s rapidly changing informational landscapes, communication and comprehension require more than the literacy skills of reading and writing proficiency. In order to support changing forms of communication and text, new approaches that support social literacy skills and emphasize meaning-making should be presented to preservice teachers in consideration of their developing literacy pedagogy. This study combines literacy instructional practices with place-based approaches to explore local historic sites in the community through reading aloud in literacy places. The goal of this study was to explore the lived experiences of 17 preservice teachers as they engaged in literacy practices using place-based instructional techniques. Qualitative data were collected through student journal entries, audio recordings of student conversations, student work samples, individual interviews, and focus groups. The findings of the study show discursive opportunities within literacy places, which allowed for participants to develop interpersonal connections. Place-based literacy practices provided altered future interactions with local places for participants, which led to a desire to share their lived experiences with others. Preservice teachers utilized emotional text connections and visualization to navigate children’s literature within literacy places. Findings from this study can be used by literacy teachers, teacher educators, and preservice teachers to inform instruction.