This article addresses a unique effort to implement a summer residential program that identifies and inspires potential educators by reaching down the pipeline to academically talented high school students. The primary goal of the program was to introduce participants to various dimensions of urban teaching. The research and evaluation for the program was designed to include diverse forms of data (quantitative and qualitative) from both staff and program participants. This study's findings indicate that participants became more informed about prevalent issues in under-resourced urban schools, better understood the need for teachers' ongoing professional development and felt more comfortable in urban schools. A number of the focal participants also expressed sustained or increased aspirations for teaching youth in urban schools.