As part of the process of redesigning an integrated general and special teacher education program to prepare candidates to meet the needs of culturally and linguistically diverse students, researchers engaged a series of focus groups with current candidates, recent graduates, and partner school personnel. Data presented in this paper identified the gaps uncovered through the research process in the understanding of participants along a framework of necessary skills for teachers working in urban and diverse communities: socio cultural, affirmative attitudes, collaboration skills, and diversity pedagogy. Initial analysis indicated three emerging themes in responses: a deficit based understanding, an ability to identify gaps in knowledge and skills, and an emerging awareness of issues. Results of this analysis were used to guide the redesign of the integrated teacher education program.