Research points to particular problems in the experiences of White teachers teaching children of color and diverse backgrounds because often they are unfamiliar with their students' backgrounds and communities. Additionally, research points to the educational value of linking students' lived experiences to their classroom learning. This paper presents the research-based findings of faculty who implemented a field-based pedagogy lab in an urban teacher preparation program. The lab offered teacher candidates opportunities to develop a deeper and a broader understanding of content and pedagogy, which resulted in enhanced specific content-pedagogical knowledge. The findings suggest new ways of preparing urban teachers. (Contains 1 footnote.)