The body of folk wisdom and research on the characteristics of successful developmental educators indicates, among other findings, that: (1) the single most important factor influencing learning is not the teacher but what the learner already knows; (2) excellence in teaching involves a genuine concern for students; (3) successful instructors are flexible, willing to learn from students, and able to create environments where all learners gain; (4) exceptional teachers have the ability to plan and present goals to students so that students see a connection between class work and job skills; have a respect for students; use a variety of techniques to encourage student participation; and give academic feedback to students and adjust teaching to provide specific remediation opportunities; and (5) the excellent instructor understands students and meets their needs because he/she demands excellence, and has skills and knowledge, the ability to generate motivation, and organizational talents. Most of the qualities of superior teachers identified in the literature fall under the self-actualization category of Maslow's hierarchy of needs. The implications of these findings are, first, that there is a difference between instructing and teaching/mentoring; second, instructors must demand excellence; and, third, instructors can become successful. A 27-item bibliography is included. (UCM)