This collaborative inquiry examines the ways new teachers are being prepared as critical reflective practitioners in three urban teacher education programs. Researching individually and collectively, the research team analyzes and compares pedagogical methods and program features for preparing new teachers for urban schools. Their findings detail how each teaching method impacted preservice teachers' capacity to do critical reflection. The researchers recommend working with dilemmas, following structured protocols, and practicing collaborative inquiry as means to teaching critical reflection. They also recognize the need to continually develop their own explicit frameworks for critical reflection.