Preparing successful teacher candidates in urban schools requires educator preparation programs to integrate community exploration into the curriculum so new teachers understand the importance of community, cultural implications, and create new perceptions of urban students. This study was conducted at an urban-serving university offering a course focused on community engagement. The authors analyzed 280 electronic reflective journals written by 53 teacher candidates over a two year period to determine if the course influenced teacher candidates' perspectives on urban issues. Authors investigated teacher candidates' reaction to the realities of racism, their acquisition of pedagogical tools necessary for student engagement, and the potential of the course to create a deeper understanding of the culturally sustaining abilities needed to support diverse learners.