A commitment to quality urban education means preparing successful teachers who are ready to meet those demands. This research examines factors that support and challenge a group of teacher candidates whose demographics are similar to students in urban schools--primarily of color, and/or from lower socioeconomic households. Our findings indicate that these teacher candidates felt most supported by their family members and education department faculty members; most challenged by funding; and most prepared to teach African American, Latino and students with disabilities in urban public schools. Our research adds the voice of teacher candidates primarily of African descent to the discourse of what teachers need as they prepare to educate students in urban schools.