As teacher shortages increase across the United States, educator preparation programs are tasked with preparing a new generation of teachers equipped to succeed in an increasingly challenging landscape. Along with ensuring that candidates develop deep content knowledge and effective pedagogical skills, national accreditation bodies also require educator preparation programs to monitor and support pre-service teachers' dispositional development. The purpose of this qualitative study was to understand teachers, administrators, clinical experience supervisors, and education faculty members' perspectives of the dispositional qualities that pre-service teachers need to develop to be successful educators. Our goal was first to gain an understanding and then to use it to develop a tool to teach and evaluate the dispositional characteristics pre-service teachers need to successfully transition into their teaching careers. We collected data from 30 participants via an open-ended survey and a subsequent focus group of five participants. Using open and focused coding followed by code mapping, three themes emerged including a commitment to (1) professionalism, (2) relationships, and (3) learning. We used these three themes and their 12 subthemes, along with feedback from our participants, to create a "Teacher Identity Development" tool. With specific indicators of each disposition, this tool can be used by educator preparation programs not only to monitor and assess pre-service teachers' discrete dispositional skill development but, more importantly, to facilitate the development of a teacher identity as candidates journey toward becoming effective educators in our current educational landscape.