In this article, the author describes the "Learning Disposition Questionnaire" (LDQ) a tool designed to address more of the "integrity and identity" of college students as learners. Rather than using students' documented skills as a lens by which to assume or interpret learning dispositions, a direct way to evaluate and assess those attitudes and mindsets was sought, whereby to equip students to engage in deeper learning through better means. Therefore, the significance and utility of this instrument to practitioners and students alike lies in its unique emphasis on dispositional preparedness for learning beyond the commonly-assessed study strategies and learning approaches. This article explains the methodology used to develop the LDQ and provides anecdotal, qualitative evidence of the LDQ's effectiveness when administered in a required course for students on academic probation. The LDQ offers developmental educators and learning support staff a way to delve beyond students' academic strategies and skills to the dispositions beneath.