Teacher education programs are charged with identifying, developing, and assessing the knowledge, skills, and dispositions that teacher candidates should exhibit. However, the identification and assessment of the dispositions is challenging due to the nature of dispositions and the scarcity of specific guidelines within national teacher standards. This study sought to identify the dispositions candidates from a Concordia University Wisconsin (CUW) should exhibit and develop a tool to assess those dispositions. This study followed a two-phase sequential explanatory mixed methods design. Phase one utilized a triangulation convergence model in which both quantitative and qualitative data were collected and analyzed concurrently. The researcher developed, validated, and administered a survey to completers of the undergraduate teacher education program (N = 148) and administrators of the schools where those graduates were employed for their first teaching assignment (N = 71) to determine the dispositions they believed an effective teacher who graduated from CUW should exhibit. The researcher concurrently performed a document analysis of the conceptual framework of the CUW education program to identify dispositions a candidate should exhibit. In phase two, the researcher created an assessment tool and conducted a focus group of eight undergraduate teacher education faculty to validate the findings of phase one and to establish validity of the tool. Results of the study indicate that all CUW undergraduate teacher education candidates should exhibit 31 dispositions representing eight distinct constructs. Lutheran and Christian public education candidates should exhibit an additional disposition. Results also suggested that the dispositions a CUW undergraduate teacher education candidate should exhibit can be accurately assessed using an instrument that identifies specific dispositions and explicit performance criteria. The assessment tool can be used to provide developmental feedback to teacher candidates from early in the program to culminating field experiences and to communicate and teach the desired dispositions to program candidates. The findings of the study suggested that teacher education programs can identify program-specific dispositions teacher candidates should exhibit by utilizing stakeholders of the program and the conceptual framework of the program. They also suggested that dispositions can be accurately assessed using an assessment tool developed through the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]