With increasing diversity in classrooms, the dispositions of teachers are of primary concern with respect to meeting the needs of all students and in particular, the needs of those on the social fringe. Teacher preparation programs must ensure that graduates possess not only the requisite content and pedagogical knowledge, but also the dispositions to teach. The focus of this study is on the empirical assessment of teacher candidate dispositions through an instrument and process designed and implemented by our institution as an integral part of our academic program.