Through a combination of rich description, and qualitative and quantitative program data, this book makes the case that university programs focused on communities they serve, can ensure more effective, learner-ready teachers who remain in the profession longer. This text is of value to educational leaders, policymakers, and researchers. A Case for Change in Teacher Preparation could not have been published at a better time. COVID-19 has exacerbated many of the longstanding challenges facing public education: a severe and worsening teacher shortage; a demographic mismatch between a White, middle-class teaching force and a diverse population of students; and high rates of teacher turnover, especially in urban schools. As the leader of a School of Education who is passionately committed to public schools, I am always looking for creative ways to be of greater service to our local districts-but never more desperately than now! I am grateful to Julie Gorlewski and her co-authors for presenting a theoretically grounded, empirically proven, and thoroughly described plan for how to diversify the teacher corps and better prepare candidates for success in urban schools, all in close collaboration with district partners. Isabel Nuñez, Purdue University Fort Wayne A Case for Change in Teacher Preparation: Developing Community-Based Residency Programs?is a must-read for those seeking to create a sustainable pipeline of committed, diverse, and highly-effective teachers for urban and rural districts. The authors make the case for a dramatically reconstituted teacher preparation model-teacher residencies-that can bridge the historic divide between theory and practice through an intensive, community-based clinical experience that honors the knowledge and expertise of practitioners and university faculty. The book explores all aspects of the challenges and structures needed to successfully implement a residency model and provides specific details and concrete recommendations for those looking for a blueprint to design a teacher residency program. Therese Dozier, Director of Center for Teacher Leadership and Richmond Teacher Residency Program, Virginia Commonwealth University A Case for Change makes it clear that transforming university-based teacher preparation into quality residency partnerships may take work, but the task is both worthwhile and within reach. The authors' documentation of the University at Buffalo's program shifts offers an incredibly helpful roadmap. The book is grounded in commitments to equity, strong theory, and current research, and is focused on sharing the story of how every part of their program shifted over the course of a few years. Any preparation program wanting to strengthen clinical practice would do well to read this timely volume. Karen DeMoss, Executive Director Prepared To Teach,?Sustainable Funding for Quality Teacher Preparation, an initiative out of Bank Street College