While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality teachers and align practices to that description, the authors partnered with the National Association of Independent Schools (NAIS) and conducted a mixed-method study on teacher quality in independent schools. They designed a survey tool and queried independent school administrators (i.e., heads of school, division heads, assistant heads of school, and other "hiring administrators") from the NAIS database. Additionally, they collected qualitative data from online focus groups, site visits, and in-person interviews and focus groups with school administrators and high-quality independent school teachers across the country. Their research goal was to present a clearly articulated concept of high-quality teachers in independent schools as defined by various stakeholders while also being applicable to school leaders. This brief article describes the study and summarizes recommendations to both schools and NAIS based on the study's findings. It concludes that in general, independent schools will benefit from grounding their practice in research, aligning practice to the key attributes of high-quality teachers, and assessing their use of metrics.