This research examines teachers' perspectives of a summer research experience for urban science teachers at an urban university with an ongoing commitment to support under-resourced schools. The program is a collaboration between the Colleges of Engineering and Education, and was developed to support urban science teachers' understanding of bioengineering concepts and effective pedagogical approaches. The program structure allows teachers to engage in bioengineering research alongside faculty and participate in workshops to support the creation of a culturally sustaining curriculum. This research seeks to highlight teachers' perspectives of the program's impact on their depth of content knowledge and pedagogical skills in an effort to contribute to the body of knowledge about developing meaningful professional development for teachers.