This study examined the effects of professional development on strengthening the efficacy and civic engagement of college students tutoring diverse K-5th grade English Language Learners in an urban community. A mixed methods approach including pre-and post-surveys, focus groups, weekly reflections, and supervisor observations revealed tutors' changing perceptions of their efficacy and civic identity after implementing newly learned reading strategies with elementary children. Findings indicate the importance of strategic training for college students (a) to increase their skills and confidence in providing literacy support for children and (b) to understand and connect with the local community. The results of this study will assist educators, university personnel, and community agencies as they train and supervise college-age tutors to work with urban students and engage with local communities.