This research explores the cognitive dissonance experienced by novice teachers when entering the teaching profession, specifically around cultural competence while teaching in the urban core. The study builds upon previous research by Adam Eckard, who investigated the impact of teacher preparation programs on teacher identity development in urban and diverse schools. Semi-structured interviews were conducted with 11 PreK-12 novice teachers and four university professors, all of whom were White. The themes that emerged from the data include: 1) the importance of diversity and representation in teaching in the urban core; 2) adapting teaching approaches to the cultural context of the urban core; 3) understanding and overcoming preconceived ideas about race and culture; and 4) promoting inclusivity and addressing discrimination in education. The findings suggest the need for changes in teacher preparation programs to better prepare educators for teaching in urban and diverse settings. The study provides recommendations for future research and implications for practical purposes. The need highlights the importance of this research to support students of color and improve their lives, with a call for universities to take a lead role in this effort. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]