The purpose of this study was to explore the similarities and differences in methods being used by various colleges of education throughout the United States to identify, teach, and assess educator dispositions. In addition, data were gathered to determine if relationships existed among geographic location, Carnegie classification, enrollment size, type of population served, instructional modes, date of last NCATE review, and percentage of faculty serving as NCATE Board of Examiners and state Board of Examiners and the specific dispositions assessed, how specific dispositions were selected, the points at which dispositions are assessed, who does the assessment(s), and how the results are used. A survey was mailed to 646 NCATE accredited colleges and universities within the United States; 234 surveys were returned. Following a general inspection of the survey, ten separate models were tested. Educator preparation programs reported more target dispositions worded as characteristics than dispositions worded as perceptions or those worded as behaviors. Institutions reported that faculty survey was the most common method used in the selection of target dispositions. Candidate dispositions were most commonly assessed during the program, and the assessors who most commonly assessed dispositions were college/university supervisors. Rating scale and observation instrument were the most commonly reported methods of assessing educator dispositions. The majority of respondents indicated that dispositions assessments had an effect on whether candidates progressed through their programs. Relationships, although weak, were found among assessors of dispositions and Carnegie classification groups and between enrollment size and public school mentors as assessors of dispositions.