How do we recruit strong and diverse teachers who are committed to teaching in complex, underfunded schools? How do we prepare them, both in terms of their skills and mindsets, to feel responsible for reaching and teaching all of the learners in their classrooms? And how do we prepare them to be capable and confident enough that they feel successful in their classrooms, such that they remain teaching in historically underfunded schools? This article offers one model of how a university-based teacher residency has sought to address these urgent questions and shares insight into iterative practices around the recruitment, enrollment, teaching, support, and graduation of highly diverse cohorts of aspiring teachers.