The purpose of this study was to investigate how candidates’ experiences influence their dispositions as they pass through their junior year of an early childhood teacher education program. Thirty six teacher candidates participated in this study by self- evaluating their dispositions using an evaluation form developed by the researcher. Conclusions and implications drawn from the findings are as follows: First, it is im- portant to plan and organize all professional courses in a way that will effectively help the teacher candidates to understand professional dispositions clearly. Second, in order to facilitate teacher candidates to develop professional dispositions, it is im- portant to help them clearly understand the expected dispositions and the necessity of developing them, and to provide them with more opportunities to practice teaching in a real classroom. Providing the teacher candidates with opportunities to self-evaluate their dispositions also helps them reflect and develop their dispositions. Third, it is crucial to select field experience sites with qualified cooperating teachers and a sound early childhood education program, in order to provide the teacher candidates with quality field experiences. Finally, it is suggested to conduct a further study on the student teachers’ thought processes in developing dispositions through student teach- ing experiences.