The purpose of this qualitative case study was to understand how an urban teachers' residency cohort program in Ohio, formed a partnership with an urban school district located in Ohio, and how and why the partners defined distinct and differing ideas of teacher quality for high-poverty schools and their disadvantaged students. Investigations of prospective teachers were conducted at a university campus located in Ohio who were near completion of their undergraduate program in education and were furthering to commit themselves to the urban teachers' residency cohort program. The selected sample was 32 undergraduates with six participating in one-on one interviews and six participating in focus group interviews. The theoretical framework that guided this study included: the urban regime theory, zone of proximal development (ZPD), along with the notion of more knowledgeable other theories, and the resource dependence theory. This was a qualitative case study. Research questions included: How does the school district partner with urban teacher residences? How is prospective teacher quality defined within the school? Why do the district residency partnerships construct dispositions of teacher quality differently? How have prospective teachers' experiences with the urban teachers' residency cohort program impacted their disposition within the classroom? How do prospective teachers feel their disposition compares to other teachers attending similar higher institutions that do not provide a program such as the urban teachers' residency cohort program? Why do prospective teachers want to be a part of an urban educational setting? Data collected through one-on-one and focus group interviews, observations, and field notes helped to answer the research questions and provided a deeper understanding of how an urban teachers' residency cohort program supported and aided to develop prospective teachers into highly qualified teachers for the urban school settings. Three themes emerged from the data analysis: prospective teachers were excited about making a difference in urban school classrooms, prospective teachers were comfortable with the subject content and working in an urban setting, and prospective teachers had the desire to be successful in urban school classrooms, and identified the need for increased research-based practices and urban school experiences throughout their undergraduate education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]