Teaching residency programs that blend coursework with clinical experiences have emerged nationwide to prepare aspiring teachers for the demanding reality of teaching in high-need urban schools. The Teaching Residency Program for Critical Shortage Areas was created to help urban school districts with the challenge of recruiting and retaining highly qualified STEM (science, technology, engineering, and mathematics) teachers. The purpose of our study was to examine the residency program to gain an understanding of the aspects that may have impeded and contributed to the development of aspiring teachers. Three themes emerged from data analysis: curriculum design, navigating the dissonance between theory and practice, and recruiting mentors and residents. Teacher residents' voices in our study provided an authentic account of how a residency program influenced their development. This study has the potential to inform other teacher preparation programs by identifying the challenges associated with the implementation of a residency program.