Four main considerations are basic to developing a program to prepare urban teachers: the degree to which the program is individualized, the nature of the personal models exerting influence on prospective teachers, the degree of freedom offered prospective teachers in their professional laboratory experiences, and the nature of the help received by first-year teachers in urban schools. With these considerations in mind, perhaps the most fruitful approach for determining the content of teacher preparation is to describe thoroughly what successful beginning teachers do. From observing the performance of successful teachers in urban schools, six areas of study about teacher behavior may be determined: the nature of subject matter (enthusiasm), the nature of children and youth (organization), the nature of the educational setting (respect), the nature of the process of learning (standard-setting), the nature of teaching (listening), and the nature of self (introspecting). Based upon this analysis, five courses are proposed as the professional sequence for urban teachers: educational foundations, urban studies, observation and analysis of teaching, educational research, and methods and media of teaching. Suggestions for offering the professional sequence must focus on the nature of the involvement of college and public school personnel in the joint effort of teacher preparation. (Author/SG)