Defining and assessing dispositions continues to be a conundrum for many teacher education programs, particularly when significant dispositional concerns arise that warrant intervention. This study focuses on the analysis of dispositions intervention data from one institution to identify the trends and patterns that could further inform the assessment process and program curricula. The results raise a number of questions about the representation of gender, ethnicity, and certification level in dispositions intervention plans, as well as the success rates of remediation. Additionally, results indicated that three of the 28 assessed dispositional characteristics were the target of a majority of the disposition intervention plans. (Contains 1 figure and 1 table.)