Urban schools have the greatest need for renewal of existing staff and the infusion of new teachers. Unfortunately, they present a challenging environment in which to prepare teachers while fostering the renewal process in experienced teachers. Goodlad (1994) proposes that both the school and university embark upon this renewal process through school-university partnerships. This concept, called simultaneous renewal, means individual and institutional renewal are expected to occur in both the school and university. This qualitative study focuses on the renewal experienced in the urban Professional Development Schools (PDS) from the perspective of veteran teachers.