The purpose of this study was to investigate the impact of an 8þ million dollar U.S. Department of Education grant on the climate of a Professional Development School (PDS) network where pre-service candidates in the Urban Education (UE) option were placed for their clinical internship experiences. The setting for the study was a network of seven vertically aligned Professional Development Schools (five elementary schools, one middle school, and one high school) in a southeastern school district and an institution of higher education (IHE) from the same geographic area. Three online surveys specifically developed by the PDS partnership's Research Academy were focused on measuring attitudes about urban education, self-efficacy, and PDS climate. The findings suggested that candidates in the UE option held a developing sense of self-efficacy more closely aligned with that of inservice teachers than those perceptions of candidates prepared in a traditional campus-based program. Additionally, candidates in the UE option were more likely than traditional candidates to hold high expectations for student achievement.