Fostering preservice teachers' multicultural development is critically germane to teacher education programs. Preparing preservice teachers to teach in urban areas means preparing them to teach a culturally and economically diverse population of students. In this article, the authors feature the Urban Semester Program, a pre-student teaching urban immersion program developed by the Ball State University, that aims to influence participants' affective dimension in the hopes of attaining real change. For the Urban Semester students, issues of diversity are interwoven through college courses in individual subject areas. All courses require preservice teachers to complete a diversity project specific to the course content, which helps them broaden their understanding of the relationship between culture and learning. Here, the authors present two studies conducted to determine the attitudes of preservice teachers, who participate in the Urban Semester Program, toward diversity and the extent to which participants accepted teaching jobs in urban or high-needs schools following graduation. (Contains 3 tables.)