The aim of this study is to describe and then contrast the New South Wales Department of Education and Training's model of quality teaching with the Jordanian Ministry of Education's conception of quality teaching, looking particularly at potential differences in interpretation. A content analysis methodology was used. Each perspective has been presented. Comparison and contrast has been made to highlight the similarities and differences between the two perspectives. The results showed that the two perspectives have a constructivist approach orientation. Quality teaching in the two perspectives is a process where the teaching and learning process should be built on the basis of constructing knowledge. In this process the teacher is the guide and facilitator and the students are the constructers of their own knowledge.