This qualitative study examined the experiences of 10 prospective teachers completing internships in low-income, majority-minority schools while participating in a professional learning community within the context of a course that focused on culturally responsive pedagogy. Drawing primarily from interviews and online discussions, the article documents the teacher educators' development of a no-excuses teaching philosophy among eight of the interns, as reflected by a continuous commitment to solve learning and behavior puzzles. However, at times, five of these interns made statements that blamed the home context or expressed doubt that every child could be reached. Despite these statements, the interns never quit trying to solve the learning puzzles posed by any child. The findings provide evidence that interns can develop both the skill and the will to teach low-income, majority-minority students. Implications suggest how to better prepare interns for and support novice teachers in these challenging school contexts.