This article integrates issues of college student development and dispositions assessment by encouraging teacher educators to be mindful of the developmental stages of college students as part of the assessment of professional dispositions. The study provides beginning evidence that teacher educators may have missed the mark with dispositions assessment by focusing only on those elements of professionalism and negating the necessary developmental facets of individuals. Dispositions assessments that are tailored to experiences within the teacher education curriculum and take into account the personal nature of dispositions development will be more successful in constructing longitudinal change and developing professional dispositions.