The research focused on clarifying the responsibility of the institutions preparing teacher candidates. The purpose was to develop candidates who possess dispositions so that they will be successful in the classroom. The study focused on examining candidates' dispositions as assessed by their college supervisor as compared to the assessment by their cooperating teaching in the student teaching setting. The participants were all students admitted into the school of education who also completed their program of study in a small college in southeastern Nebraska. The candidate disposition assessment survey assessed student dispositions that were aligned to meet Interstate Teacher Assessment and Support Consortium (InTASC) standards. An analysis of variance was calculated on the survey results for teacher education candidates over the last four semesters (18-19 and 19-20 school year). Three of the four semesters found no statistical difference in the two assessments for teacher education candidates. One of the four semesters showed significant difference between the College Supervisor and Cooperating Teacher. Further research was recommended to: add the teacher education candidate self-assessment to the data; implement other strategies/opportunities to assess teacher education candidates' dispositions; develop training for assessing teacher education candidates for all assessors; and provide opportunities for candidates' to reflect on their disposition assessments to identify areas that may need to be strengthened.