This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include professionalism, a passion for science and teaching, and a dedication to student learning. This study further illuminates how urban high school science teachers believe educators specifically exhibit these essential science teaching dispositions in urban classrooms. The implications of these findings are that certain teaching dispositions might play a major role in improving student science achievement in urban schools. Moreover, the findings of this study might help to further inform and guide policymakers in the transformation of educational policies that affect schools and science educators in urban settings. (Contains 2 tables.)