This paper highlights critical pedagogical methods used in a community relations class that introduces intercultural education concepts to current K-12 educators who are enrolled in a Masters of Education program at Northeastern Illinois University, which is located in the city of Chicago, Illinois, USA. The purpose of the class is to teach future school leaders (Kindergarten-12th grade) effective practices on how to build healthy relationships with school stakeholders, with a focus on enhancing the learning environment. A key component of the course is having students understand the history and relations among different cultural groups in the local community in which their school is located. This includes learning how urban planning and the global economy influence the lives of mass populations. This paper is guided by a critical theory framework which is included in the design of the community relations class syllabus for future school leaders. It is broken up into five sections. First, some background information on current controversial decisions by the Chicago Public Schools (CPS) is presented. Second, a brief summary of racial background demographics on the city of Chicago and the CPS district are displayed. Third, a brief conversation on the absence of cultural studies in teacher education institutions is discussed. Fourth, an elaborate description of the class syllabus for the Community Relations course is presented. And, fifth, a description of one class project is provided.