This article describes the process undertaken by a teacher education sub-committee charged with identifying and defining dispositions, as well as development of an assessment instrument to be used by 30 different preservice educator preparation programs at a large Mid-Western university. Through a search of related literature, a content-analysis of institutional websites, and contemplative discussions, a diverse group of faculty created an assessment instrument designed to measure preservice candidate dispositions in both the university classroom setting and field-based settings. A comprehensive description of this process is presented as a Promising Practice in order to provide insight into the complex processes related to shaping a teacher education curriculum when dispositions are essential hallmarks of a prepared teacher, including an analysis of strategies, challenges, and lessons learned.