The National Council for Accreditation of Teacher Education mandates that accredited institutions assess teacher candidates' dispositions. Measurement practices vary widely, and consensus about how to validly and reliably assess the difficult and elusive construct of dispositions has not been reached. This article presents the initial development of an attributional theory framework and policy-capturing methodology for assessing dispositions. It focuses on the implementation of an instrument that uses classroom attributional scenarios to capture, or thin-slice, beginning teacher candidates' decisions during rapid cognition. Information is quickly gathered about teacher candidates' attributional tendencies and helping behavior in a variety of classroom situational scenarios. Findings from the initial administration of the instrument at two Southeastern universities provide instructors with useful information about the dispositional action trends of today's future teachers. Implications are presented for instructional practices to advance development of dispositional tendencies associated with effective teaching. (Contains 2 tables.)