This article reports the research findings of teacher educator inquiry using qualitative methods examining how incorporating the topic of culture into the field seminar component of a newly developed urban school-university partnership influenced preservice teachers' abilities to become critically conscious. After analyzing preservice teacher reflective journals, findings indicate that preservice teachers experienced an ebb and flow of critical consciousness as they developed an understanding of culture across the semester. In addition, preservice teachers engaged in various levels of praxis ranging from intent of action to enacting elements of culturally responsive teaching in the classroom. This study's findings have implications for teacher education program development and stakeholder professional development in school-university partnerships.