The reform of teacher education at The University of Wisconsin-Milwaukee has proceeded from a collective commitment to developing a unified framework for the preparation of early childhood, primary/middle, and special education teachers for urban schools. The new program, Collaborative Teacher Education for Urban Communities, integrates preparation for working with students with disabilities into the early childhood and primary/middle level programs in general education, while moving the preparation of special educators to a fifth year, or postbaccalaurate only program. Certification at the primary/middle level in the new program covers grades 1-8, with a specialization at either the primary or middle level; preparation for bilingual education is added onto regular primary/middle certification. The program is based on the belief that preparing teachers for urban schools is qualitatively different from preparing teachers for any school, and requires a high level of collaboration. Considerable attention has been directed toward the integration and redefinition of faculty and student roles as the collaborative program has developed. The knowledge base, which emanates from the core values that have been adopted, and various themes related to urban and inclusive education are integrated in blocks of courses and field experiences. Information on core values, standards for teacher development and licensure, program organization and design features, and a figure depicting the emerging coordinating structure are appended. (JT)