Teacher education programs throughout the United States are grappling with how to raise the achievement levels of children in diverse communities. The fact that urban schools show a downward trend in achievement levels among their student populations speaks to the gravity of the situation and brings to the forefront the need for more culturally responsive teachers in urban settings. Teacher candidates tend to view multicultural teaching primarily as planning "special events" outside of the everyday curriculum. Most universities require teacher candidates to take at least one course on multiculturalism. This article describes a study of twenty early childhood education majors (18 female, 2 male; 19 white, 1 African American) enrolled in a 3-hour clinical experience conducted in a public school setting. During the fall semester, students completed an initial survey (see Figure 1) designed to reflect their attitudes, beliefs, and values towards teaching in urban settings. Upon their return in the spring semester, students were asked to volunteer for assignment in a rural school (control group) or an urban school (experimental group). The following topics are discussed in this article relating to the study: Purpose and Description of the Study; Findings (Initial Survey; Responses to Assigned Books; and Responses to the Videos); Ending Survey (Control Group; and Experimental Group); and Discussion. Questionnaires from the study are included.