The purpose of this qualitative research was to develop professional dispositions in secondary pre-service teachers. Throughout the one year credential program, we infused a repetitive and deliberate learning sequence directed at practicing habits of reflection. Scenarios, case studies, role plays, simulations and discussions included questions, reflective writing, and discussion at strategic junctures to address: awareness and understanding of self, awareness of reactions in the community, understanding motivation and developing empathy, and enacting change in yourself and others. Data collection over a period of three years includes a description of the learning modules, students' reflective writing and self-assessments, and observational notes from professors and supervisors in the field.