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This article describes the theoretical basis, rationale, and pragmatic considerations for intentionally assessing specific dispositions in the admission process for educational leaders in a selective, practitioner/scholar EdD program at a regional, comprehensive university.  The goal of the admissions process is to select and admit experienced leaders with the high potential to become transformational leaders who move people, organizations, and their broader communities to increasing levels of excellence.  This, we believe, can be accomplished by making dispositions one of the selection criteria in the admission of candidates as well as intentionally enhancing dispositional growth throughout the program.  Five areas are addressed herein: (a) defining dispositions, (b) assessing dispositions, (c) using dispositions as admission criteria, (d) preliminary findings in using the model with doctoral candidates, and (e) correlations with perceived effectiveness of doctoral candidates as leaders. The data presented validates the efficacy of using dispositional measures in program admission decisions.