Good university teaching is considered to be a major requisite for student learning. However, its representation in the literature is often related to presage factors such as personal skills and subject matter knowledge of professors rather than to activities and processes related to student learning. It is also studied only from faculty and student perspectives not from academic leaders such as department chairs. This study examines good teaching as it relates to activities and outcomes of student learning and captures the perspectives of faculty and department chairs. We obtained interview data from 42 faculty members and nine department chairs from six universities in Pakistan. Results show that faculty characterized good teaching in relation to processes and outcomes of student learning. Department chairs' description focused on general concern for students. An integrated framework that is related to student learning and that represents both faculty and chairs' perspectives is suggested. (Contains 2 tables.)