The point of this article is to make a case for teachers of moral disposition without regard for the moral development of students. The article concludes that there are multiple reasons for wanting teachers of good disposition and moral character; that teachers' dispositions are best conceived as modifiers to the methods that they employ; and that the crux of the dispositions debate is ultimately grounded in avoiding poor moral character. Implications of the article point teacher educators toward a conception of teacher education that focuses on preparing teachers of good disposition and moral character simply for the sake of teaching that accords with what is good, right, and virtuous. The analysis suggests that the scope of a teacher's dispositions should be broadened to include all matters of classroom life and teacher effectiveness. (Contains 3 notes.)