This qualitative study investigates the perspectives of faculty teaching engagement in a uniquely designed, collaborative urban-focused teacher education program. The study analyzes interviews conducted with seven participating faculty from both the School of Education and the College of Arts and Sciences in an urban university. The findings reveal critical perspectives including personal and professional transformation and purpose-driven teaching, awareness of the depth of substandard education in urban schools, learning to empathize, embracing culturally responsive and social justice teaching, valuing diverse teacher candidates' cultural assets, and appreciation of cross-unit collaboration. The paper concludes by discussing critical implications for rethinking teacher education for diversity.