This eight-year longitudinal study deals with the effects of an intense inner-city cultural immersion experience on fifth-year secondary students. Over 250 preservice teachers were given orientations to the inner-city setting and were placed in one of two select inner-city high schools. Approximately 30 students took part in the one-week cultural immersion experience. Their assignment was to shadow students and reflect upon their orientation sessions, experiences at the high school, and during after-school activities planned by the instructor. The preservice secondary students wrote a two-page reflection each day and a final reflection addressing their experiences. Utilizing qualitative analysis, the researcher coded responses utilizing qualitative analysis. Findings indicated that the secondary preservice teachers found the experience was enlightening, informative, and gratifying. Findings also have definite implications for schools of education. Preservice teachers should be required to be exposed to diversity throughout their teacher training.