Urban teacher residency (UTR) programs have been widely endorsed (National Education Association, 2014; Thorpe, 2014) yet the body of literature on these programs has not definitively identified the benefits of UTRs over and above traditional teacher education programs—if any exist. The current study explored how faculty and staff working in one UTR program recruited, prepared, and supported residents within their program. A secondary goal of the study was to explore stakeholder perspectives on this model of teacher preparation. This study was situated within the literature on third-space teacher preparation programs which endorses school-university partnerships as a value-neutral political space for fostering preservice teacher learning. The notion of the Third Space comes from the work of Homi Bhabha (1994; Rutherford, 1990) in hybridity theory. To Bhabha, the Third Space “displaces the histories that constitute it, and sets up new structures of authority, new political initiatives, which are inadequately understood through received wisdom”(Rutherford, 1990, p. 211). The Third Space is at once political and value neutral, it is a space in which “we may elude the politics of polarity and emerge as the others of our selves”(Bhabha, 1994, p. 39). In teacher education, Zeichner (2010) noted