This paper describes the experiences of preservice teachers developing deeper understanding of themselves and diverse students through participation in the Philadelphia Urban Seminar. The Seminar focuses on the reconstruction of more complete understanding of urban students and urban communities by combining field experience in Philadelphia with profession development, service projects and contact with community members and organizations. Field notes, transcriptions of interviews and meetings, as well as reflective writing are analyzed using the framework of Solidarity (Rorty, 1998). Findings suggest that specific models of field experience and reflection are necessary to adequately prepare beginning teachers to work in urban classrooms.