In examining the university structure, this chapter raises questions as to how institutional protocols can and should be put in place that will ensure that the commitment to urban education is being met, specifically in teacher preparation. In responding to Gutierrez and Jaramillo, these authors do two things. First, they attempt to characterize the atmosphere of their classroom and the inherent and varying attitudes of the students. Second, in discussing the conflict and tension in the classroom, they examine these questions: What were the emerging understandings of literacy of the content area preservice teachers? Were the students able to take a critical stance in their attitude toward education and literacy? This chapter illustrates, in the absence of an equity-minded agenda, that there is an overwhelming lack of critical reflection and resistance to institutionalized notions of self--a concept that is marked by a lack of reflexivity and the adoption of a one-size-fits-all approach to learning and teaching. (Contains 1 note.)