Compelling reasons exist for moving toward inclusion of diverse learners in Jewish day schools. Graduate programs face the challenge of preparing pre- and in-service teachers as effective educators for inclusive settings. While the development of skills is vital, the inculcation of positive attitudes regarding diverse learners may be equally important. This article explores the process of using student work to evaluate students' attitudes in the context of a course on teaching diverse learners in a Master's degree program. The adaptation of course learning activities and assessments are described and excerpts of student work are provided as well as the preliminary coding procedures developed. The question of whether attitudes and dispositions can be assessed from student work is considered and suggestions for course design and future research are offered.