This article examines the need to implement practical methods for helping teacher candidates in English language arts develop effective dispositions. The author suggests that candidates compose proleptic autobiographies--a form of discourse that describes an envisioned future as if it has occurred in the past--as a way to articulate the professional identities and dispositions to which they aspire. Citing examples from proleptic autobiographies composed by preservice teachers, the author discusses emergent dispositions and the benefits they may yield, including increased pedagogical creativity, enhanced knowledge and skills, and greater retention among early-career teachers.