In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to "prepare ethical, reflective, collaborative, visionary teacher-leaders" for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities.