What makes a good teacher? What makes a good curriculum? While these two questions are intimately related, they are different. This author states that when he reflects on his best teachers, he cannot separate the person from what the person taught. On the other hand, when designing a curriculum, it is important to figure out what to teach and how, and leave out the person, because: (1) personnel changes; (2) teachers have different styles; and (3) a good curriculum allows for these different styles. On the other hand, while personal style overlaps with pedagogy-- the ''how'' of teaching--they are different. Key questions and issues that should be addressed in designing a rigorous biology curriculum, particularly for introductory courses, are: (1) Goals; (2) Data; (3) Context; (4) Labs; and (5) Students.