Preparing teachers to work in urban public schools--and to remain there--is a daunting challenge. In an age plagued with the overrepresentation of culturally and linguistically diverse (CLD) students placed in special education programs, it is important that teacher preparation programs within the field of special education devote attention to the devastating effects of deficit thinking. The current focus on the achievement gap and poor graduation rates has highlighted the challenges facing urban schools and their teachers in our nation. Many colleges and universities have ill-prepared or unprepared to work with CLD students in general and special education. This article discusses how teachers and service providers can be prepared to work with urban children and youth with and without special needs.