This qualitative study reviewed the preparedness of preservice teachers to meet the needs of struggling readers in an urban Florida school. The research was guided by the overarching question: What is the impact of targeted diversity training on rural university preservice teachers when creating performance-based tasks (PBTs) for urban-core elementary lowperforming students? The research reviewed the impacts of specific diversity training of preservice teachers on quality construction of a PBT intended to meet the needs of diverse, urban-core, and academically struggling elementary students. Data triangulation was employed by reviewing researcher field notes during the targeted-diversity training sessions, a student pre-and posttreatment survey, and archived communication with the program's philanthropic liaison. Data were analyzed using open coding to allow themes to emerge. Key findings indicated common impacts through the lenses of logistics, collaboration, and reality. Implications speak to preservice teachers, educational partnering, and future teacher employment.