The paper discusses dilemmas in doing research on the kinds of teachers who are effective with Eskimo and Indian children in isolated, rural Alaska communities. Issues discussed are identification of effective cross-cultural teachers by a "multiple hurdle" technique; criteria that 228 teachers, 29 administrators, and 40 community members used to identify effective cross-cultural teachers; and whether effective village teachers can be described in statements that are general enough to be valid and specific enough to be useful. The multiple hurdle technique for identifying effective cross-cultural teachers by using consistent nominations by teaching colleagues, school administrators, and the local community is contrasted with standard criteria in the research literature. Methods of collecting nominations are described, including a mail survey of teachers, interviews with administrators, and interviews with community members. Criteria that the three groups used to judge teacher effectiveness are given in narrative and tabular form, with rapport/concern/empathy cited most often by all three, followed by the quality of dedication, and with community involvement cited by 34% of administrators and 50% of community members. Concrete stories about particular teaching situations ("teacher tales") are suggested as an alternative to abstract generalizations about effective teaching practices. (MH)