This qualitative study investigated the visions and metaphors for teaching held by teacher candidates enrolled in an urban-based alternative certification program. While late-entry teacher recruits are considered to have high motivations for urban school teaching, few studies explore the nature of these motivations. Findings from this study uncovered four orientations concerning teaching in urban schools: visionaries, reformers, saviors, and opportunists. While visionaries and reformers appear to be a stronger fit for urban contexts, saviors and opportunists expressed deficit views of students or cared little about building relationships with urban youth. Implications for supporting new urban teachers are discussed.