The need for sophisticated and highly skilled educators in urban schools is painfully obvious, even to the most casual observer. National and local test data demonstrate that students in urban schools are generally not achieving at the same levels as are their suburban and more affluent peers. Teacher educators in urban areas struggle with how to best prepare and encourage their students in teacher preparation programs to enter city schools to assist in changing this bleak picture. In this article, the authors focus on the impact of a new core course that anchors teachers to, and broadens how we prepare teachers to engage in, urban communities: Teaching and Learning in Urban Communities. The examination of this new course focused on the following question: To what extent and in what ways does Teaching and Learning in Urban Communities have an impact on teacher candidates in terms of their understanding of: (a) social justice, (b) the relationship between their identity and their pedagogical practices, and (c) urban communities as educational resources? In this article, the authors offer a view of the program that they developed with these principles in mind by focusing on the impact of one of the new core courses.