This study represents a preliminary review of first year teachers' reported levels of development on selected dispositions. The responses of practicing first year teachers, in this case 52 first year teachers who were three-fourths of the way through the first year in one school district and participating in the district's mentoring program, will help us to refine our current assessment instruments and to understand more completely what we are looking for. Additionally, this information should be quite valuable for school district personnel not only in the area of professional development planning but also in the area of local school improvement, should principals at some point be interested in reviewing data reported by their own teachers. (Contains 1 table.)