Full-service community schools are increasingly adopted as educational policy nationwide to transform educational institutions into community hubs, addressing racial and social disparities and countering deficit narratives related to marginalized youth and families. As the movement toward community schooling as an educational policy gains momentum, more research is needed to understand the complex process of conceptualizing such an initiative for racial equity. Spanning from the early planning stages to 3 years into the implementation of community schooling, this paper uncovers the tensions that emerge as school and district leaderships' interpretation of the purpose of community schooling and root cause of racial inequity unveil conflicting conceptualizations of the community school initiative: community schooling rooted in neoliberal ideals of efficiency, coordination, and service choice, on one hand, and those rooted in more transformative approach with systemic reflection and change in classrooms, schools, and other institutions on the other.