Institutions that prepare teachers have a clear need to extend their programs and assessments beyond current initiatives and to provide a greater focus on the intangible qualities of an "effective" teacher. This study deals with how a college of education that is part of a mid-sized north-eastern university developed and implemented a self-administered instrument to measure the degree to which its candidates believed their dispositions of good teaching changed over the course of their program. Utilizing the institutional mission of the university, the conceptual framework of the College of Education, and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, a 21 item questionnaire was developed and administered to a sample comprised of 64 pre-service teacher candidates. The findings indicated that teacher candidates do believe that their dispositions change over the course of a teacher education program that provides both field-based and university-based instruction.