The traditional structure of field experiences poses a dilemma for urban teacher preparation. Research shows that teachers of low-income, urban students often have negative beliefs about, and attitudes towards, their students. Yet, large numbers of cooperating teachers are routinely utilized as mentors in urban classrooms. This practice potentially puts teacher candidates in a position of drawing from and emulating such deficit discourses, as well as denying them opportunity to observe and develop essential critical reflection skills. Using a model of reflective teaching developed by Liston and Zeichner (1991), this study examines and reports on the impact an alternative model of fieldwork can have on teacher candidates' development as critical reflectors. Following this alternative fieldwork model, pre-service teachers reported being more confident in teaching in urban settings as well as having more opportunities to develop critical reflection skills.