This study utilized teaching cases as an assessment tool in measuring student teachers' dispositions, collecting data from online courses. It examined student behaviors during online analyses of a case study that revealed culturally sensitive dispositions, noting whether there were factors in those analyses that could be identified and used to infer disposition. Graduate students from five online courses were asked to read a teaching case, "White Faces Don't Want to be My Friend" (Rand & Shelton-Colangelo, 2003) and then participate in a discussion held in a synchronous online chat room. The teaching case is about an elementary student health teacher who has difficulty managing her classes, primarily because of one challenging student, and who is confronted with a racial issue. Analysis of data from the chats identified four bi-polar categories: recognizes race as an issue in the case/believes race is not an issue; solutions target individual child/solutions target larger classroom context; sees curriculum as solution to problem/sees solution as beyond curriculum; and teacher as advocate/teacher as helpless. Though many students did not identify issues as being racially-oriented, many of their solutions did indeed target race. (Contains 38 references.) (SM)