Students' affective status, provides an indication of the ways students are likely to act in the future. That is, students' current affective status foreshadows the ways children will act as "grown-ups" long after school is behind them. Clearly, educators should be concerned with the long-term impact of their instructional programs, so it is perplexing that scant attention--instructional as well as assessment--has been given to what can be referred to as the affective or "dispositional" outcomes of education. This article addresses three questions related to the dispositional status of students: (1) How educationally important are students' dispositions? (2) How should students' dispositions be assessed? and (3) How can teachers, if they wish to do so, mold students' dispositions? The author hopes to roll out a simple three step game plan for educators and particularly for teacher educators to give far greater attention to students' dispositional status, and modify it. Teacher educators have an opportunity to present preservice and in service teachers the option to personally tackle the promotion of affective dispositions that ultimately, often turn out to be even more significant that the promotion of students' knowledge and skills.