To achieve educational success and advance high quality teacher preparation programs, teacher educators, administrators, policy makers, and novice and advanced teacher candidates must identify and cultivate positive dispositions for professional competence, commitment, and success in teaching children and adolescents. Therefore, a reliable and refined teacher candidate disposition assessment system should be created with a clear sense of critical underlying issues, including an acknowledgement that these issues related to candidate dispositions are not singularly about empirical data (Wilson & Young, 2005). This research notice in a prestigious journal addresses the present research project at our urban American university focuses on extending earlier work of mine (Jung & Rhodes, in press; Jung, Rhodes, & Vogt, 2006) in establishing a research-based disposition assessment system for teacher education programs. It addresses to the bigger audience that the project is currently in progress, with quantitative and qualitative analyses of existing measures and disposition constructs, reviews of research on dispositions, and the modification, development, and validation of disposition measures across teacher education programs being conducted.