The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and approaches to teacher preparation, CTEL and TFA Phoenix found common ground with the shared mission to better support urban teachers in classrooms with thousands of Arizona children. This commentary is part of a developing line of research focused on opportunities to explore partnerships between TFA and colleges of education. This line of research aims to better prepare and support alternatively certified teachers (i.e., teachers who become licensed to teach without a degree in education) in urban schools, rather than discredit TFA teachers and argue whether they should or should not be in the classroom in the first place. The authors' goal is to share lessons learned from their partnership, so that other institutions and non-profit organizations can form scalable models for teacher education in urban schools. To describe and reflect upon the teacher education program for TFA teachers teaching in urban schools in the Phoenix metropolitan area, the authors focus on one conceptually based question: "How have two organizations partnered to adapt and modify an existing teacher preparation program to best support inservice urban teachers in the classroom?" In order to reflect upon their support and preparation of TFA teachers in urban schools, the authors (1) describe the setting in which their partnership exists; (2) provide a literature review as basis for program development; (3) highlight four key program elements that form the framework for working in urban schools to prepare alternatively certified teachers; and (4) reflect upon their programmatic transformations to embed inservice teacher education in urban schools.