Schools function primarily on two basic principles. The first focuses on the education of students in cognitive skills, and the second, on the education of students in the social skills. Both are necessary to function successfully within society, the workforce, and the political framework of the country (Fullan, 1993). Although these principles are met through the overt, the hidden, and the null curricula (Eisner, 1994), public and political outcry for accountability and the implementation of No Child Left Behind, requiring all teachers to be "highly qualified," have led colleges of education to place more emphasis on knowledge of content than on disposition toward teaching. To focus more overt attention on dispositions, an instrument of measure was developed and implemented over a 4-year period at a private western New York university. The findings yielded a high reliability score for the data (Cronbach's alpha = 0.987) and strong content validity. Although we hypothesized that the 21 items would factor evenly among three independent components, a maximum-likelihood factor analysis showed that all items were highly related and yielded a single factor. (Contains 3 tables.)