A study sought to determine how various groups of teachers rated selected factors in teaching success. A review of literature on the topic indicated that both non-teacher-controlled factors and teacher-controlled factors were important to teaching success. A survey was conducted to collect data from teachers in 64 elementary and secondary schools that were part of the East Texas School Study Council. This survey questionnaire obtained demographic information and also contained 20 statements, 10 of which were classified as factors of the teaching situation and 10 which were classified as personal factors relating to the teacher. It was found that teachers uniformly regarded the major personal traits of knowledge, perceptions, beliefs, and enthusiasm as the most important success factors. Nine of the ten most highly rated factors were teacher-controlled. The major administrative functions of facilities provided, administrative support, school discipline, and capable administration were uniformly regarded as at least moderately important, with administrative support considered extremely important to teaching success. Situational determinants such as professional activity, luck, school of education attended, socioeconomic community, and academic talent of students were uniformly perceived as being only slightly or very slightly important to teaching success. These findings produced eight recommendations offered for school administrators, staff developers, and teacher education institutions. (JD)