This paper describes the evolution of a Professional Development School (PDS) continuum for urban teachers through 5 years of school-university collaboration. The paper reports the impact on education students completing internship experiences at urban PDS's, discusses the impact of the collaborative initiative on PDS faculty, and identifies implications at the district and university levels. For several years, the Duval County Schools and the University of North Florida College of Education have collaboratively engaged in reform initiatives targeting urban schooling and preparation of urban teachers. Two of the most recent initiatives are the AT&T Teachers for Tomorrow Project and the Jacksonville Urban Educational Partnership (JUEP). Creating urban PDS's served as the central focus of the projects. Surveys of AT&T and JUEP interns, non-interns, and experienced teachers examined planning, instruction, time management, student diversity, reflective thought, collegiality, beliefs about urban schools, efficacy, and accepting positions in different kinds of school settings. Results indicated that the PDS experience positively affected both groups of PDS interns' confidence levels for teaching in urban schools. The increased confidence led to large numbers of PDS interns actively seeking positions in urban schools. Most PDS interns considered the experience worthwhile. Five appendixes offer data from surveys of interns, teachers, and schools. (Contains approximately 70 references.) (SM)