The purpose of this inquiry was to conduct a formative evaluation of a rural Pennsylvania school district's dispositional hiring practices. The review of literature includes disposition evaluation methods and summarizes the controversial nature of evaluating dispositions. Interviews of administrators who ask dispositional questions, and newly hired teachers who answered dispositional questions, were conducted to explore perceptions of dispositional hiring practices. Data from the interviews were coded to identify themes. Administrators in this study indicated dispositional questions are helpful to include in the interview protocol, improve their confidence in their hiring decisions, and assist with consistency across members of the interview panel. Acceptance was a common theme from teachers, who indicated dispositional questions made the interview feel more like a conversation than an interview, which made them more comfortable and less nervous. Teachers also indicated dispositional questions implied the district valued them as an individual, which positively impacted their perception of the district. Recommendations include further administrator training on dispositional questions, implementing an annual review of interview protocols to ensure alignment with the strategic plan and profile of a graduate, and continued conversations with teachers following employment interviews. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]