The discourse on teacher quality has centered on issues of teacher knowledge and teacher skill, yet a third element that is central to all professional standards is teacher dispositions. Although there is no consensus about a definition of teacher dispositions, there are several models in use regarding how dispositions are being addressed. Most prevalent in terms of assessing dispositions are the standards of professional organizations such as National Council for the Accreditation of Teacher Education (NCATE), National Board for Professional Teaching Standards (NBPTS), and Interstate New Teacher Assessment and Support Consortium (INTASC). For example, NCATE (2000) defines dispositions as "values and commitments" that define teacher performance. Approaches to assessing teacher dispositions often loosely equate to values, beliefs, attitudes, characteristics, professional behaviors and qualities, ethics, and perceptions. Because accreditation requires an emphasis on assessing educator dispositions, several models have emerged such as standards language, professional behaviors, self-reflections, ethics and equity, and dispositions in action. This paper presents a study which conceptualizes "dispositions in action" that move beyond reflection, self-assessment and perceptions to examine how dispositions are manifested within the classroom and how they impact pedagogy and ultimately the learning process. The construct of "dispositions in action" is concerned with patterns of thinking and how one is disposed to act. It moves beyond personality traits and minimal behavior expectations. Within this construct, patterns of thought about issues of morals, ethics and diversity reveal dispositions toward thinking and how they manifest themselves through the actions teachers subsequently take in the classroom. With a focus on the connection between dispositions and action, this definition of dispositions was linked to teaching practices and grounded in the findings of the study. (Contains 1 table.)