This paper reports on an interpretive, collective case study that examined preservice teacher learning and practice in an urban school-university partnership. Multiple data sources were collected from 55 predominantly White middle-class preservice teachers at a predominantly Black and Latino high school, including pre- and post-surveys, coursework, lesson observations, interviews, and artifacts. Findings suggest participants clearly articulated their learning about culturally responsive pedagogy (CRP), but they struggled to apply their learning in practice. This study confirms that important preservice teacher learning can take place in urban school-university partnerships, especially if the teacher education experiences make explicit applicable theories such as CRP. (Contains 3 tables.)