This article presents a new notion of teacher "quality" and defines the progressive outcomes upon which urban teacher preparation might be founded. The paper includes a description of the masters licensure program with which the authors are involved and the program's portfolio system that assesses future urban teachers' integration of this social justice concept. Findings are based on graduates' responses to a follow-up survey, which document early career teachers' abilities to concentrate on this notion of social justice and examples of their efforts to integrate social justice into their teaching practices. (Contains 1 table.)