Understanding of community, and a positive attitude toward cultural diversity are critical components in the preparation of teachers. This study sought to influence both, through on-site coursework and a long-term field placement at a culturally diverse urban elementary school. Participants were predominately single, white females from suburban communities. Questionnaire responses suggest that this immersion program improved the attitudes of these pre-service teachers. Findings support the idea that a targeted field placement, support from peers and teachers, and meaningful coursework facilitates the preparation of culturally responsive teachers--even for those with little or no prior experience in culturally diverse communities.