This study investigates the beliefs of mentor teachers with respect to urban classrooms as well as their confidence level with respect to working with a diverse array of urban students. When presented with a simple, unambiguous query concerning urban schools and the Culturally Responsive Teaching Self-Efficacy Scale, mentor teachers in this sample expressed overwhelmingly negative views of the students, schools and communities in which they teach. Recommendations are made with respect to the preparation, support and supervision of mentor teachers who work in urban schools.