This paper reviews some of the approaches to defining and assessing dispositions in preservice teachers. A review of the literature is presented, followed by a discussion of issues relating to defining dispositions, and the importance of assessing dispositions in teacher candidates. Finally, the results of a study that included a sample of 15 preservice teachers who were assessed on the Educator Disposition Assessment by two independent reviewers are presented. Study limitations and possible future research methodologies are also discussed.