In this study, we investigated teacher candidates' development of dispositions. Using case scenarios, we examined the dispositional levels of a cohort of preservice teachers, analyzed the effects of these dispositions on their ability to identify teaching practices to support diverse learners, and described the factors that influenced these developing dispositions. Findings indicate that candidates who depict socially conscious dispositions are better able to suggest strategies to support diverse learners and may be more willing to stand by their beliefs about teaching and children. However, the data show that candidates differ in their readiness to develop such dispositions and practices. According to the findings, integrated teacher education courses seem to have the greatest impact on developing dispositions. (Contains 4 tables and 2 figures.)