Increasing demographic changes present teachers with the opportunity to educate diverse learners. The opportunity has associated challenges, such as cultural gaps between teachers and students and persisting academic performance gaps. The general problem addressed by this study was that teachers often report feeling unprepared and unequipped to educate diverse students after completing teacher preparation programs. Urban Teacher Residency (UTR) programs are among the most effective ways of developing teachers and addressing teacher preparation gaps. The purpose of this qualitative case study was to explore the cultural intelligence (CQ) levels of teachers and the elements of a Chicago Urban Teacher Education Program (UTEP) on their CQ. A qualitative approach allowed for the exploration and deep understanding of teacher's CQ levels and elements of the Chicago UTR affecting their CQ. The CQ theoretical framework (Earley & Ang, 2003), based on multiple-loci of intelligence in the constructivist structure, was used to guide the study. This study was conducted in a four-month period. It included an Expanded Cultural Intelligence Survey (E-CQS), critical incident reports, and focus groups. A total of 22 teachers in the Chicago UTR completed the E-CQS, 16 contributed to critical incident report data, and 10 participated in focus groups. The Cultural Intelligence Center analyzed data from the E-CQS. Critical incident reports and focus group data were analyzed manually for themes. This study revealed that teachers in the Chicago UTR have high CQ Strategy and moderate CQ Knowledge, CQ Action, and CQ Drive. The elements of the Chicago UTR affecting teacher's CQ included the program curriculum, context, character, and cohort. Broadening the knowledge base of teachers' CQ levels and elements of the Chicago UTR that affect their CQ may help other UTRs and teacher education programs develop teachers who feel prepared to educate effectively in increasingly diverse schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]