This chapter investigates a collaboratively planned undergraduate field-based course on language, literacy and culture. Forty-two teacher candidates were enrolled in the course and engaged in classrooms and the community of an urban elementary school. During this time, candidates began to connect theory to practice and challenge their own assumptions of children and families in urban communities. The course was an opportunity to begin to meet challenges defined by both partners through the course design that was mutually beneficial for all involved, including the children in the classrooms.