Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance of university professors and highly qualified teachers and administrators can ultimately mold and shape their perceptions in a positive manner. This study shows how candidates' perceptions changed over the course of a semester after having been placed in an urban PDS environment.