Recognizing that low teacher retention in high-needs schools is a pressing problem, this qualitative study explores how two different post-baccalaureate teacher education programs at the same state university prepare their graduates to persist in the profession. Through interviews with fourth-year teachers who are alumni of the two programs, it became clear that graduates of the urban teacher residency program approached their students with an asset-based perspective, whereas graduates of the traditional master's in the science of teaching program often used deficit language to describe their students and their families. Thus, in addition to considering what programmatic factors help teachers persist, researchers also considered what elements help teachers take an asset-based approach in their classrooms.