This article describes a design for a teacher preparation program that is successfully preparing teacher candidates to teach in the complex, diverse classrooms in urban schools. The program provides intensive, authentic, field-based experiences and effective mentoring support for teacher candidates as they gain the knowledge, skills, and dispositions for successful teaching. The authors examine the perceptions of participants in this program to discover strengths and weaknesses of the program, the experiences the teacher candidates found beneficial, and the trends in performance of the teacher candidates on the Praxis II Exams. Findings from multiple open-ended surveys, Likert Scale ratings, and focus group interviews are presented. Teacher candidates clearly articulate that they are well prepared to begin a career in teaching as a result of participating in this teacher preparation program. Recommendations for program improvement are presented in order to increase the recruitment and retention of teachers into the teaching profession.