This study was designed to investigate how college and university teacher educators identified and assessed the strategies used to enhance the dispositions of teacher candidates. In addition the study examined differences between NCATE accredited and non-NCATE accredited colleges and universities as well as differences between public and private universities and schools with different sizes of teacher preparation programs. Survey methodology was used to gather data from colleges and universities. The data suggested there were differences in the methods used to enhance teacher candidates' dispositions between NCATE and non-NCATE accredited universities. Findings from the study suggested that schools lacked a clear definition of teacher dispositions, used a wide variety of informal assessment methods and strategies employed to enhance teacher dispositions. Colleges and universities did not perceive their methods of assessment to be effective. This study provides insight into best practices currently being implemented in teacher education programs and identifies areas of concern which need further research.