This study examined how participation in a full public school year-long urban teacher residency program influencedthe perceptions of 17 new middle and high school teacher candidates about the use of affective qualities of learning within their classroom practices as teachers—Pedagogical Content and Relationship Knowledge (PCRK).The preservice teachers in this study explored the relationship between pedagogy and student learning of subject matter through a variety of course-related assignments, which included classroom-based application of the pedagogical strategies learned in coursework, readings, and reflections. Individual interviews were used to evaluate how the course and the assignments influenced the instructional practices of the preservice teachers participating in the study. The study examined how preservice teachers assessed their efficacy for creating a positive learning climate in their classroom by enacting the pedagogical approaches stressed in the clinical teaching seminar course, which was focused on the pedagogical integration of the cognitive and affective learning domains. The study concluded that the preservice teachers valued developing personal relationships with their students, discovered school culture and mentor teachers as obstacles to implementing student-centered teaching methods, and were pleased with the success of strategies integrating the affective and cognitive domains of learning to teach their subject matter. The researcher is encouraged to continue developing the construct of PCRK and to use the results from this study to explore the development of the pedagogical approach with future preservice teachers.