This study's goals were to describe an urban, blended undergraduate/teacher preparation program and to assess its effectiveness in recruiting, retaining, and preparing diverse teachers to teach in urban schools. Methods used included a 43-item, on-line survey and semi-structured interviews. One hundred nine undergraduates (68%) responded to the survey which was analyzed using descriptive statistics and regression models. Findings show that the cohort system, high-level outside support, and effective faculty advisement contributed to the retention and success of these predominantly first-generation college students. Cohorts were particularly effective for academically struggling students, unrepresented minorities, and students whose native language was not English.
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