Most of the literature on dispositions is focused on mainstream teachers and on diversity and not specifically on the dispositions of teachers of English-language learners. Researchers have stated that while dispositions are extremely important, they continue to be elusive and a neglected part of teacher education, especially for teachers of English-language learners. A review of existing definitions and disposition models are presented along with the results of a pilot study with ESL (English as a second language) and bilingual education preservice teachers. The study ranks the dispositions identified by the participants as well as the mode of instruction where the dispositions were observed. In beginning to create a model for identifying the dispositions needed by teachers of English-language learners, we introduce and recommend a set of catalysts for use as indicators for identifying these dispositions.