The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change. Study methodology included analysis of student journals, content of focus groups conducted throughout the semester, student discussion observed in coursework, and personal interviews conducted at the end of the urban experience. Analysis revealed common themes including the importance of direct experience with diversity and personal reflection as critical components of multicultural growth. The experience served to dispel myths and stereotypes regarding urban teaching, to expand university students' understanding of privilege and power in society, and to encourage movement from a color denial perspective to an appreciation for and respect of cultural differences. The study illustrates the potential of urban immersion to alter attitudes toward working with diverse populations of children and families. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, the provision of opportunities for critical self-reflection, and intentional efforts to encourage relationship building as deciding elements fostering multicultural growth.