The purpose of this article is to identify some issues related to ethical and moral dispositions in teacher education programs. My intent is to provide a starting point for gaining a professional consensus on the ways that teacher educators approach the definition, assessment, and development of dispositions in their teacher education programs. To that end, I present six guidelines that can be used to inform various approaches to dispositions and emphasize the importance of attending to dispositions in teacher education as part of the ethical and moral work of teaching.