This qualitative study adds to the growing body of research on teacher residency programs through exploration of a small university's graduate teacher residency program for urban special education teachers. The author investigated the program over a four-year period to determine if it was meeting its espoused goals and to understand how the teacher residents viewed their experiences in the program. Findings suggest the program is meeting its goals and at the same time providing a small pipeline of certified special educators for city schools. Additionally, findings revealed strengths and challenges of this university's teacher residency program that might prove useful to other universities moving to a residency model.