This article reports descriptive findings of a qualitative investigation of early-career teachers' perceptions of their preparedness to teach diverse learners in high-need, high-potential urban schools. Interviews revealed new teachers' insights into their teacher preparation programs and the challenging expectations involved in teaching diverse learners. When these early-career teachers took on their first jobs, they thought that they were prepared, but they found out that they were not quite ready for what they encountered; several said that they were in for a "culture shock." Teachers also provided suggestions regarding how teacher education programs can better prepare prospective teachers to meet the host of challenges awaiting them in today's diverse classrooms.