Identifying (and assessing) the mechanisms responsible for promoting social justice awareness represent a process that could be illuminated via theory building. To illustrate, integrated theories of moral reasoning and prosocial development stipulate that ultimate altruistic/benevolent intentions and behaviors are preceded by cognitive and affective events that affect motivational and personal goals, and that these can be rooted in situational contexts. A related construct, situated cognition, posits learning as an essentially social phenomenon that is contextually-based, and thus helps to transform learners' identities. These events include (a) an awareness and interpretation of the needs of others; (b) a comparison of one's own resources and those in need; (c) the development of distributive justice; (d) an analysis of variables that contribute to social injustice; (e) well informed solutions to problems; (f) empathy and (g) an evaluation of personal qualifications to assist. Theoretically, advancement in these cognitive/affect components encourages an intention to assist (i.e., intention to work in an urban context) and subsequent action (e.g., employment in urban communities). In this study, changes in students' thinking vis-a-vis these components of situated cognition are assessed using qualitative methods. The primary focus of this initial report is to analyze survey data using a 2 (Re-designed vs. Traditional course) X 2 (Time 1 vs. Time 2) mixed MANCOVA (survey scales are treated as a dependent measure set; previous urban education experiences are co-variates) that are deconstructed using single "df," a priori contrasts. Preliminary findings are presented. (Contains 2 tables.)