The purpose of this study was to examine preservice teacher learning in an integrated course and field experience in an urban school-university partnership. Study participants included two cohorts of preservice teachers at a large, northeastern research university who were completing a semester-long experience of site-based coursework and fieldwork at an urban high school. Analysis of multiple data sources suggests that participants changed their unidimensional, deficit view of urban teaching evident at the beginning of the experience and learned about the complexity of urban teaching, including the various elements that distinguish urban teaching from teaching in other contexts.