Critics against the inclusion of dispositions as part of the teacher education accreditation focus on the dearth of empirical literature on reliably and validly accessing dispositions (Borko, Liston, & Whitcomb, 2007). In this study, a confirmatory factor analysis (CFA) was performed to test the factorial validity of a teacher dispositions form (3 factors and 12 indicators) employed by a southern American university to assess teacher candidates from 2006 to 2016. The initial CFA results revealed highly unsatisfactory model fit statistics. Further model modifications were then implemented to remove two less relevant indicators (Diversity and Collaboration) which significantly improved the model fit.