This article presents findings from the second year of one large university's grant-supported work to infuse teacher education courses with new contents, guided discourse, and diverse field experiences related to urban teacher preparation (UTP). The findings are based on data from attitudinal surveys completed at the beginning and end of each semester by students enrolled in the redesigned courses. Survey results indicated that students' intentions to teach in an urban setting increased during the semester in which they participated in a redesigned UTP course. Furthermore, respondents' intentions to teach in an urban setting correlated positively with their urban education perceptions, attitudes toward multiculturalism, and exposure to such a setting. Finally, students who participated in an urban field experience as part of the redesigned course indicated more positive growth on all measures than did non-participating classmates. Implications of these initial findings for teacher education programming and future research are discussed. The authors conclude that, in addition to continuing the quantitative approach reported in this article, efforts to redesign courses taken by teacher education students should continue at the host institution and be replicated elsewhere, become even more theoretically informed and practically situated, and be studied qualitatively and longitudinally. (Contains 2 tables.)