Urban schools are challenged to improve teacher retention and quality. Unfortunately, research on effective teaching and attributes of effective teachers rarely has considered urban contextual influences. The purposes of the current study were (a) to develop and validate an instrument for evaluating urban teacher attributes and (b) to determine whether teacher attributes identified by the instrument varied according to teaching effectiveness. This instrument then could be used as a diagnostic tool with incoming education students to measure personal attributes related to urban teaching success. Phase 1 of the study defined a set of factors based on participants' responses to questionnaire items. Phase 2 examined whether participants' responses could be used to classify teachers based on teaching effectiveness. Analysis of the teachers' responses revealed that the teacher attributes were not associated only with effective urban teaching. Possible explanations for the differences between the results of the current study and previous research are presented.