The biographical and educational backgrounds, the teaching careers, and classroom performances of nine professors who had won teaching awards were studied, based on interviews and classroom observation. Five of the professors were male, four were female, and they ranged in age from the early forties to late sixties. Six had doctorates and three had masters degrees. Common background elements noted were nonaffluent families, strong academic preparation, and motivation to seek a teaching career through an inspiring teacher. Common classroom performance elements were an enjoyment of teaching, an enthusiasm for the subject, excellent command of the language and delivery, the injection of humor, and the comparison of teaching to a theatrical performance. All subjects made an earnest attempt to make their students learn and tried to actively involve them through questions and discussions. Little use was made of notes or the lecture method. The teachers were divided on the necessity for them to conduct research and to publish. They questioned the priority given to research/publishing over teacher excellence in salary and promotion considerations. Attention is also directed to the way these professors would have been rated for merit salary increases at their university. (Author/SW)