There is recent and increasing focus by accrediting agencies such as the National Council for Accreditation of Teacher Education (NCATE) and teacher educators to not only prepare future teachers with the knowledge and skills for teaching, but also to prepare them with the appropriate dispositions to be an effective teacher. The cooperating teacher who spends the most time with the teacher candidate during the student teaching experience provides a unique opportunity for modeling, molding, and encouraging positive professional, curriculum, and student-centered teaching dispositions. The purpose of this study was to determine to what extent, if any, cooperating teachers’ self-reported positive professional, curriculum, and student-centered teaching dispositions differed from those observed and perceived by their corresponding teacher candidates. Data for this mixed method descriptive study was collected using a cross-sectional, previously validated survey tool, The Teacher Dispositions Index (TDI). The dissonance in responses of the cooperating teachers vs. the teacher candidates was found to be statistically significant for both the professional/curriculum and student-centered subscales of the TDI. The findings of this study concluded that there is statistically significant dissonance in the self-reported teaching dispositions by cooperating teachers compared to the observed and perceived dispositions reported by their corresponding teacher candidates.