How beginning teachers should be prepared for working in urban schools is a contentious issue. This work examines this issue in relation to practice in a successful urban comprehensive school in North London which has played a pioneering role in school-based training. Written by teachers working at the school, it examines school-based teacher development as part of the whole process of a teacher's professional development. The individual teacher's accounts of their own practice in this area give a picture of the issues involved and of a successful urban school in action.