This article examines eight principles that can help preservice teachers make the connection between the Introduction to Educational Psychology class and working with the special needs of urban students. Based on research in educational psychology and its importance to preservice teachers, it is essential that professors who teach this discipline realize that successful and good practices for preservice teachers are based on (a) teaching educational psychology from a historical perspective, (b) developing a community of learning, (c) teaching issues of race, class, gender, and immigration, (d) being aware of students' m?res, culture norms, and traditions, (e) making a connection to theorists with how to teach and who to teach, (f) teaching the importance of development in knowledge, curriculum, and levels of understanding, (g) teaching the significance of proper feedback, and h) developing critical thinking skills. This paper is based on the perceptions of one of the authors on how to merge educational psychology theories with successful teaching practices within the urban classroom to work with the special needs of the diverse children.