This paper documents a small group discussion about the preparation of teachers for urban students with disabilities. The paper reviews data on the incidence of limited English speaking students in urban areas, changes in the racial composition of urban schools, and the increasing incidence of low-income families. Other issues in urban education include teacher attitudes toward students, the failure to attract and retain teachers in urban schools, and the shortage of minority leadership personnel. The paper calls for education leaders to focus research attention on the problems of urban schools and develop appropriate programs to prepare teachers for city school districts. Possible solutions include such techniques as forming dynamic partnerships among universities, public schools, businesses, parent groups, and social service agencies; implementing policies and procedures that ensure racial and cultural fairness; making bilingual education services readily available; and dividing large schools into small independently functioning units. Obstacles, barriers, and inhibitors to obtaining the ideal are discussed, such as failing to involve special education in school-based management and failing to provide beginning teachers with effective classroom management skills. Strategies for special education preparation programs are also outlined, including cultivating a greater understanding of different cultures and traditions, providing first-hand experience in urban schools, attracting multicultural personnel into the profession, and developing an understanding of human social interaction. (53 references) (JDD)