As part of the current educational reform movement, Physical Education Teacher Education (PETE) faculties are currently being challenged to review their curriculums. Student dispositions are one area of particular interest since NCATE has begun to address dispositions within their accreditation process. The purpose of this study was to identify which dispositions PETE faculty felt were important to be successful in the teaching profession and then which of these dispositions are being taught and assessed for within teacher education programs. A total of 47 PETE faculty (out of 88) completed a survey created for the specific purpose of this study. Out of 25 dispositions listed on the survey, 10 dispositions were unanimously identified as essential for success in the workplace with another 13 dispositions identified by at least 90% of the participants. Because of this overwhelmingly positive response, the researchers concluded that students need to be informed about these dispositions and the importance they have for success in the workplace. A quick review of reference forms from school districts supports the importance of many of these dispositions (i.e., attendance, punctuality, participation in school and community activities, attitude toward work, and enthusiasm toward teaching). A secondary purpose of this study was to examine if there was a discrepancy in participants’ responses to the importance of a disposition, whether the disposition was specifically taught and whether it was assessed for within the curriculum. A non-parametric One-Way ANOVA was computed for each of the 25 dispositions. A statistically significant difference (p < .01) was observed for 19 of the 25 dispositions identified indicating that while faculty identified most of the dispositions as essential in the workplace, many programs are either not directly teaching them and/or not holding students accountable for their development. The results of this study suggest that teacher preparation programs need to re-evaluate their curriculums to ensure that students are developing affective skills. Measuring affective dispositions is not an easy task, but somehow the process must begin so that our students are better prepared for the workforce. Keyword(s): national issues, professional preparation