The George Washington University's Urban Initiative Professional Development School (UI-PDS) partnership used interviews, surveys, focus groups, and observations to research its effectiveness in preparing urban educators. The research conducted with UI-PDS preservice teachers and first year graduates, indicates they were well equipped to meet the challenges of urban teaching. They plan and implement lessons relative to students' diverse backgrounds, interests, and skills while engage in student advocacy and collaboration. This research also attempted to unravel the components of the UI-PDS program that contributed to these outcomes. Identified components included daily teaching responsibilities, on-site support, collaborative practice, and participant's personal attributes. (Contains 1 figure and 1 table.)