Teaching, to a large degree, depends on more than just technical skills. The demands of classroom teaching require interpersonal skills and dispositions that are often ignored when determining a preservice teacher's fitness to teach. This article provides an example of how one university addresses the challenge of evaluating students' skills and dispositions for teaching. The author describes a "Fitness to Teach" policy implemented successfully at University of Texas at San Antonio. She describes the history of how the policy was developed and provides examples of how the policy is used for retention decisions. The author also discusses how the implementation of a fitness to teach policy actually protects institutions from litigation.