Though teacher education programs must document candidates' teaching dispositions, there is a gap in the literature around what faculty may learn by observing students in contexts outside of the k-12 classroom. This case study explores what faculty may learn about teaching dispositions by observing tutors. For our study, three mathematics education faculty observed tutoring sessions in the on-campus math lab, and were interviewed about the teaching dispositions that they were able to identify in that context. Through an interpretive framework of reciprocal determinism, our data reveal that tutoring's one-on-one or small group setup, unscripted nature, and authenticity of interactions with students let faculty see different skills -- which reveal different dispositions -- than they would observe in teaching demonstrations or other early field experiences. The discussion considers how on-campus partnerships between teacher education programs and tutoring programs may offer not only opportunities for pre-service teachers to develop skills, but for faculty to "see them in action" and gain insight to their dispositions.