Faculty from a Midwestern university implemented walkthrough observations in a Professional Development Schools (PDS) field experience with elementary and early childhood majors. The instructors researchers used walkthrough observation forms to track, evaluate, and monitor teacher candidate dispositions. The data were collected electronically and then compiled to present a picture of the developing skills and expertise of the pre-service teacher. Teacher candidates reflected on the data and used the information to set goals for continued development of teacher dispositions. The faculty used the observable data to better evidence the teacher candidate dispositions through their actions and interactions with children in the classroom.