All students deserve the opportunity to reach their full potential. However, research shows that the many challenges faced by today's urban schools prevent many students from achieving this goal. Therefore, preparing teachers to effectively teach literacy to diverse urban populations in ways that students find engaging and relevant must be a top priority of teacher education programs. This article will seek to explore how declining literacy in urban schools can be ameliorated. Scott and Teale (2009) identified three significant needs of children in an urban learning environment. These needs consisted of: (1) emotional support, (2) exposure, and (3) changes in attitude toward education. Most urban students come from families of low economic status, tend to have several 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 genuine concern for the student, and to help students navigate. past emotional problems addressed at home (p. 339).” Students should be exposed to another side of life through positive environments. Emotional support and exposure soon become the catalysts for changing some children's misconceptions into more positive attitudes towards education. It is also important for teachers to avoid labeling these students as lazy or unmotivated, but rather know who their students are “linguistically, ethically, and economically (p. 339).” Walker-Dalhouse and Risko (2008) examined urban school practices in which students succeed in developing literacy. They add…halfway through the document…geese, joint planning time, and federal funds available for implementing literacy intervention programs). Urban schools may also need to restructure their professional development sessions in order to improve the quality of literacy instruction for all students. Research suggests that high-performing schools begin with a shared philosophy about learning and teaching that unifies stakeholders and guides instructional decisions. Literacy program reforms will only be successful when members of the school community take collective responsibility for student success. Teachers, administrators, parents, and even community members should be empowered to take active roles in the reform process. Schools must go beyond political discourse and create their own visions based on effective classroom practices and organize collectively to achieve the goal of achieving literacy.