While new teachers are often ill-equipped to address and discuss issues of race and culture, especially with students of color (Milner & Laughter, 2014), teacher preparation programs can provide candidates with safe spaces to explore these concepts. This study presents findings from student enrollees in redesigned teacher education courses at a large Midwestern university. These courses have been fundamentally redesigned with urban content and context, and embed clinical field experiences in inner-city schools and communities. Results suggest that these courses can positively impact students' intentions to teach in urban settings, and increase their self-efficacy to teach in those environments. Findings indicate that these experiences can help develop students' understanding of culturally relevant teaching practices and clarify personal teaching philosophy.