This paper presents an inner-city, elementary teacher education program which focused upon a) the acquisition of teaching techniques and skills in the urban learning setting, b) the learning of theory together with reinforced practice in functional field experiences, c) the reinforcement of principles of child growth and development through direct contact with the children, d) the development of procedures for individualized instruction and diagnostic teaching, and e) the encouragement of continuous evaluation. The time sequence for the first semester (16 weeks) is given along with prerequisites for the 10-week student teaching program. The program is further explained in case studies from Bruce, Seaton, and Truesdell elementary schools, Washington, D.C. A copy of the budget is presented along with evaluation procedures. Copies of the following data forms are included together with definitions of terms and evaluation standards: the Minnesota Teacher Attitude Inventory, used to check preservice attitudes; teacher/student observation techniques; and a Micro-Teaching Check List. Contributions of the program to the improvement of teacher education are discussed, with emphasis on the direct, urban teaching experience. (BRB)