Urban teacher residency (UTR) programs have been widely endorsed (National Education Association, 2014; Thorpe, 2014), yet the body of literature on these programs has not definitively identified the benefits of UTRs over and above traditional teacher education programs--if any exist. The current study explored how faculty and staff working in one UTR program recruited, prepared, and supported residents within their program. A secondary goal of the study was to explore stakeholder perspectives on this model of teacher preparation. The current study sought to explore the following research questions in an effort to provide a rich description of a particular residency program's methods of teacher preparation: (1) How do faculty at one UTR program prepare residents for the classroom? (2) What do faculty identify as the unique elements of the Residency that separate it from traditional teacher preparation programs? (3) How were these elements designed for the Residency? and (4) What do these elements look like in action? The author chose the Lewistown Teacher Residency (LTR) as the unit of analysis for this study because it adhered to various criteria for UTR programs. Aside from the innovations which the LTR had introduced to program scheduling and mission and vision, faculty and staff expressed that the LTR was an expensive program that had not yet proven itself to outperform their traditional teacher education program.