This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This program was founded on the principles of social justice and decolonization "with" and "through" critical scholars such as Freire (1996), Gorski and Swalwell (2015), Delpit (2006), Ladson-Billings (2014), and Paris (2012) to name a few. This paper focuses on addressing the development of the urban teacher education program and some of the roadblocks and challenges of trying to decolonize the mind at a a Predominantly and Historically White Settler Institution, otherwise known as a PWI. The advent of the program and the struggles to support and sustain a justice-oriented program within this space are discussed. The authors then unpack their experiences of decolonization within the conceptual model of the program.