One of the challenges of teacher educators is instructing students who possess complex dispositions or experience troubling times while under our auspices. Research supports common knowledge that student dispositions interplay with social identity formation and learning (specifically, situated cognition). This study examined learner dispositions and explored the identifying characteristics, skills, and the processes necessary to operate as a "Student Whisperer" to support students. Themes have been identified that generate a relational connection that can affect complex student dispositions: responsiveness over reaction (builds trust), affirmations over criticisms (builds student authority), questions before assumptions (generates dialogue, diminishes judgment), walk the talk (models), invite challenges (levels the field, invites cohesiveness), probe with compassionate questions (demonstrates care), and act on unconditional acceptance (demonstrates support).