Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials. Urban teaching intentions, teaching efficacy and urban teaching attitudes did not show a significant change within the first cohort while the second cohort demonstrated a significant change in teaching efficacy. Both cohorts showed a positive shift in urban teaching intentions. Both cohorts reflected positively on the urban field experience site. The second cohort exhibited greater empathy for urban student concerns and a greater appreciation for urban teachers' efforts. More time spent in schools with urban teacher mentors and students, along with a shift in the urban field experience to later in the semester may have contributed to the positive change in results. (Contains 2 tables and 2 figures.)