All students deserve the opportunity to reach their full potential. However, research shows that the many challenges facing today's urban schools prevent many students from achieving this goal. Therefore, preparing teachers to effectively teach literacy to diverse urban populations in a way that students find interesting and relevant must be a top priority of teacher education programs. This article will seek to explore how the decline in literacy in urban schools can be improved. Scott and Teale (2009) identified three important needs of children in an urban learning environment. These needs were: (1) emotional support, (2) exposure, and (3) changes in attitude toward education. Most urban learners come from families with low economic status, tend to have multiple siblings, and may live in single-parent households. Many arrive at school hungry and tired after a discouraging evening, often entering school with a defeated spirit. Teachers can “show support by being compassionate enough to look at each child realistically, to communicate real concern for the student, and to help them move.” past emotional problems addressed at home (p. 339). Students should be exposed to a different side of life through positive environments. Emotional support and exposure quickly become the catalysts for transforming some children's misconceptions into more positive attitudes toward education. It is also important that teachers avoid labeling these students as lazy or unmotivated, but instead know who their students are “linguistically, ethically, and economically (p. 339). » Walker-Dalhouse and Risko (2008) examined the practices of urban schools. in which students successfully develop their literacy. They add... middle of document ......common planning deadlines and federal funds available for implementing literacy intervention programs). Urban schools may also need to restructure their professional development sessions to improve the quality of literacy instruction for all students. Research suggests that high-performing schools begin with a shared philosophy of learning and teaching that unifies stakeholders and guides instructional decisions. Literacy program reforms will only succeed when members of the school community collectively take responsibility for student success. Teachers, administrators, parents, and even community members should be empowered to play an active role in the reform process. Schools must move beyond political discourse and create their visions based on effective classroom practices and organize collectively to achieve the literacy goal..