This qualitative phenomenological study explored the perceptions of 16 high-performing teachers related to teaching dispositions, effects of dispositions on teaching and learning, and recommendations for assessment of teaching dispositions during teacher preparation. Participants' perceptions were gathered using six guided interview questions related to a central research question and two sub-questions. Content themes and sub-themes related to each interview question were derived using an analysis technique defined by Sadala and Adorno (2002) and a modified Van Kaam method described by Moustakas (1994) including description, identification of themes, reflection, and interpretation. Core content themes related to definitions of teaching dispositions included attitude, commitment, and focus on students. Participants recommended frequent field experiences throughout teacher preparation as the most effective means of assessing teacher candidates' dispositions and preparedness for teaching. Recommended assessment instruments included rubrics, interviews, observation checklists, case studies, reflection papers, and self-assessments to evaluate the full spectrum of teaching dispositions. Suggested definitions of teaching dispositions, recommendations for effective assessment during teacher preparation, and ideas for redesigning teacher preparation programs are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]