This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were implemented. First, interns were placed in diverse settings. During those placements, interns were provided opportunities for dialogue and discussion with experienced educators, as well as the chance to critically reflect on their teaching within a supportive environment. Collaboration between the school and university facilitated these key elements and so encouraged the interns' growth and learning in their development of classroom management skills, for use with children from various ethnic, social, and academic backgrounds. (Contains 2 tables, 3 figures, and 1 note.)