In the recent years, teacher quality has become a top priority of our national education policy. There is empirical evidence that suggests that teacher inputs have impact on student outcomes. It is also believed that teacher dispositions are as crucial for student achievement as a teacher's pedagogical and content knowledge/skills. The National Council for Accreditation of Teacher Education (NCATE) and Interstate New Teacher Assessment and Support Consortium (INTASC) require that teacher preparation programs assess the dispositions of their teacher candidates. Given that it is difficult to define and measure dispositions, we assessed the dispositions of our teacher candidates. We developed a dispositions tool, Eastern Teacher Dispositions Index (ESTDI) and administered it to 86 (N=86) of our teacher candidates. The analyses of data indicate that generally speaking our teacher candidates have positive teacher dispositions. However, the generalizability of our study findings is limited because of unknown reliability and validity of the ESTDI at this time and also due to a sample of convenience. Despite caveats, our study is significant. It has attempted to define and shed light on the rather vague construct of dispositions. It has the potential to contribute to the emerging dispositions literature. (Contains 1 figure and 5 tables.)