There is a tremendous gap in the research of the moral and ethical dimensions of teacher dispositions. Teacher dispositions need to be reviewed, re-evaluated and constructed with a plan in mind to accommodate what we, as educators, now know about the legitimate and unique differences in learning at every age. The purpose of this research was to ascertain perceptions of which dispositions are most valued and needed in effective teachers so institutions that are responsible and committed to training future teachers will have more concrete research-based guidelines.