As the dynamics of our interdependent society continue to change, the context of urban schools remain virtually unchanged (Delpit, 2012). “Students whose first language is not English, those living in poverty, and children of color disproportionately receive and experience the most disturbing educational experiences across the United States and in urban schools in particular” (Milner & Lomotey, 2014p. xvi). The current teacher preparation model provides little to no experience working in the urban setting. A considerable shift in our practices must occur if we are to improve the quality of education offered to our most vulnerable citizens.

This study investigated program graduates of the Urban Teacher Academy (UTA), identifying what benefits graduates believe they have received from participating in a specialized program. With the objective of providing candidates with a strong knowledge base and skill set that will enable them to become effective urban educators who are culturally competent educational leaders who can help their students achieve academic success.