There is an inconsistency between the importance of professional dispositions for teaching perceived by practitioners and other stakeholders in literature and the omission of dispositions in professional standards in New Zealand. Taking passion and enthusiasm as an example, this study explores the reasons for the inconsistency. Within the context of New Zealand early childhood education (ECE), interview data were collected from 21 practitioners and parents from seven ECE services and 15 teacher educators from eight universities and institutes of technology. Contextual, conceptual, and role-related factors are found to determine the teacher educators' perceptions of the omission of passion and enthusiasm in the standards documents. "Conditional inclusion" and "contextual mediation" are proposed to negotiate a place in the government-imposed standards for passion and enthusiasm.