This article describes a case study constructed by the authors based on the journal entry of Jackie, a white, upper-middle class student teacher in secondary social studies, to examine how candidates in two teacher education courses were inclined to think through a specific teaching situation. Specifically, the authors examined how candidates drew from three domains of dispositions--intellectual, cultural, and moral (ICM)--as they analyzed the case twice over the course of one semester. The authors were particularly interested in whether and how candidates' thinking shifted by the second analysis at the end of the semester. Teacher candidates tend to make particular assumptions, especially when presented with students unlike themselves. Therefore, an integral part of the analysis also included looking within the three disposition domains to examine both candidates' awareness of the assumptions Jackie made as well as candidates' recognition of their own assumptions as they analyzed the case. Although candidates demonstrated an ability to reflect on appropriate instructional strategies, demonstrating awareness within the intellectual domain, they generally lacked awareness within the cultural and moral domains. These results are described in detail following an overview of the ICM framework and the methods for the study. (Contains 1 table and 3 notes.)