The current discourse in teacher preparation emphasizes the critical need for teachers to work in multicultural settings. The unique challenges inherent in preparing teachers at a predominantly White institution to teach in diverse classrooms include the critical examination of teacher candidates' White privilege, instructor readiness, and access to diverse student populations. This article documents two instructors' development of a partnership between a teacher preparation program on a predominantly White campus and an urban after-school program in a neighboring state as a means of preparing teachers to work in increasingly diverse schools.