The authors of this article present a synopsis of one simultaneous reform effort of a teacher preparation program and a partner urban elementary school. We have attempted to blend the realities of urban teaching and teacher preparation without compromising our beliefs in constructivist theories of learning, cooperative learning, and inclusion. We accept the responsibility to create parallel opportunities for growth and development for ourselves, school-based personnel, and teacher education candidates. Through our partnership we have collaborated with school-based personnel to identify and implement methods that improve student outcomes in the bureaucratic context of mandated programs and curricula. Using the research in effective urban education as a guide, we present specialized curricular content and activities used in our teacher education program designed specifically for urban teaching. Our combined efforts continue to be aimed at improving the academic success of children in urban elementary school classrooms through the exploration and implementation of effective teaching practices and the implementation of innovative approaches to teacher preparation. (Contains 2 tables.)