The authors implemented an action research project to help teacher education candidates to reflect upon, assess, and ultimately strengthen teacher candidate dispositions through the Reflective Dispositional Coaching Model. The teacher education faculty agreed that candidate dispositions should address four areas: (a) professionalism, (b) commitment to lifelong learning, (c) reflective and critical thinker, and (d) commitment to diversity. Coaching the candidates through the reflective practitioner model not only allowed the candidates to operationally define and assess their dispositions, but also assisted them in a plan for empowerment and professional growth. (Contains 1 figure.)