Research studies on teacher quality have concluded that students exposed to high quality instruction learn more than other students, but the evidence on teacher quality components is mixed. There is a growing concern that the decline in the quality of public school teachers is attributed to their preservice learning. In this research study, the perceptions of 178 preservice teachers on teacher quality components were analyzed. The result from the analysis showed that the participants rated National Board Certification status, classroom management skills, undergraduate education degree, love for children, verbal skills, ability to use diverse assessment strategies, and instructional leadership skills as the most important teacher quality components in urban schools. (Contains 4 tables.)