Improving the quality of education for Indigenous students in the United States (U.S.) requires meaningful and purposeful collaboration between stakeholders in schools, communities, and universities (Clare & Sampsel, 2013; National Center for Educational Statistics, NCES, 2012b). However, scant literature addresses collaboration between Indigenous organizations and university-based teacher preparation. Existing partnerships include tribal organizations located on reservation lands, mainly in the Southwest or Plains regions of the U.S. (Belgarde, Mitchell, & Arquero, 2002; Castagno, 2012; Jacobs et al., 2001; Stachowski, & Mahan, 1998; White, Bedonie, de Groat, Lockard, & Honani, 2007) and several programs that focus on preparing Indigenous teachers for Indigenous students. Whereas the Midwestern portion of the U.S. (i.e., Midwest) is home to numerous tribes with Indigenous lands and communities, university and community partnerships for teacher preparation in that region have not been deeply explored in the scholarly literature. Seeking to fill a gap in the literature and share innovative practice from the field, thse authors focus this conceptual piece on improving education for Indigenous students through the development and implementation of culturally responsive curricula for teacher preparation (Castagno & Brayboy, 2008; Gay, 2010; Pewewardy & Hammer, 2003; Reyhner, 1993). They discuss Loyola University Chicago's teacher preparation program that acknowledges the historical complexities of Indigenous education and incorporates promising practices to prepare teachers through community collaboration in the city of Chicago. This article begins with a brief history of Indigenous education, acknowledging that past policies and practices impact the current educational landscape. The authors then address the struggles of Indigenous children in U.S. public schools to identify a gap between teacher preparation and the realities of classroom practices. In response to these challenges, they share how one university bridges the gap between teacher preparation and community needs through university, school, and community collaboration--showcasing the developmental phases of a sustainable, mutually beneficial partnership between an urban Indigenous community organization and a university. The articles closes with recommendations for community-university partnerships to prepare teachers for urban Indigenous students.