With the release of standards in 1992 by the Interstate New Teacher Assessment and Support Consortium (INTASC), there was recognition that all teachers, regardless of their specialty area, required generic knowledge and performances to be successful in the workplace. Students are being expected to demonstrate dispositions that will enhance their prospects of employment (Fallows & Steven, 2000) and facilitate their success in the teaching profession (Eltis, 1997). What has not been specifically identified within the INTASC principles is which of these dispositions are critical to being successful in the teaching profession. The primary purpose of this study was to determine if Physical Education Teacher Preparation (PETE) faculty and students identified similar dispositions as important for physical education teachers in order to be successful in the workplace. A secondary purpose was to determine which of these dispositions were currently being taught and assessed within different institution=s PETE programs. Twelve different institutions across the United States were purposefully selected to participate in the study. All of the selected institutions had PETE programs with at least three faculty members who primarily taught within the program. Participants included PETE faculty (n = 19), students entering the PETE program (n = 151), and students who are ready to student teach (n = 101). Participants completed a survey constructed for the specific purposes of this study which identified 27 dispositions. Participants rated each disposition on a Likert scale from the disposition was not needed at all to absolutely an essential skill. The survey was completed within the first three weeks of the academic semester by the students and faculty members and returned to the researchers. In order to determine if the two types of students and faculty members viewed the importance of the dispositions differently as an essential skill for Physical Education teachers, a one-way ANOVA was computed on the three groups’ ratings for each disposition. Of the 27 dispositions identified, significant differences were observed across nine dispositions with the current faculty members rating the importance of more dispositions differently (p < .05) from the two types of students. The majority of the respondents believed that all 27 of the dispositions were taught within their respective program’s curriculum however opinions varied as to whether the disposition was actually assessed for and its actual impact on the student’s grades. Keyword(s): curriculum development, national issues, professional preparation