In this article, the author seeks to discern whether it is possible to identify people who are predisposed to become good teachers as if it was a kind of calling in the same manner in which ministers are called to the ministry. The author cites a 2005 study by Wayda and Lund, who developed rubrics to address the student's suitability for the teaching profession. These rubrics contained levels at which the student demonstrated key dispositions such as caring, kindness, integrity, initiative, and skill development. Another study by Wakefield (1993) discovered that learning styles of teacher education professionals are modeled, as well as dispositions. Strong correlations were found between learning style and teacher disposition. Other key dispositions include initiative, fairness, decency, service, pro-social behavior, honesty, humility, trust, empathy, healing, and a sense of community. In this article, the author also states that modeling is the key concept in that, to teach specific virtues, those in teacher education programs must make the students aware of the key dispositions, and then model them for the entire duration of the program. Some teacher education programs emphasize ethics and proper codes of conduct. The author concludes that individuals are indeed predisposed or "called" to become teachers.