For twenty years, the author of this article has helped prepare teachers for middle and high school classrooms. As with most lengthy journeys, this author relates how her journey as a teacher educator had taken different pathways. Early in her career, she had emphasized mainly what teachers should know: levels of Bloom's taxonomy, types of stimulus variation, and findings of wait-time research, for example. She later stressed on the skills of teaching through microteaching episodes and writing lesson plans. She claims that although she still teaches essential pedagogical knowledge and skills, she has begun to accentuate the "be" part of becoming a teacher. Recently, she had made a more conscious effort to shape teacher candidates' dispositions. This article presents how she had attempted to impact the affective aspect of being a teacher and describes ways for practicing teachers to cultivate their dispositions. (Contains 2 figures.)