This study investigates private high school students' perceptions of effective teaching. Data were gathered from high school students (N = 178) in six high schools who wrote their perceptions of effective teaching on an open-ended questionnaire, as well as, from students (N = 45) who participated in six focus group interviews. Questionnaire and focus group interview results were analyzed from a qualitative perspective. Data show that six effective teaching categories emerge: teaching techniques, classroom environment, teacher qualities, classroom management, content knowledge, and other elements. Ultimately, student perceptions expand knowledge of effective teaching, validate research findings, broaden educators' perspectives, and inform practice. These perspectives will help identify teachers' strengths and weaknesses, ultimately increasing the use of best practices in classrooms (Cochran-Smith, 2003; Kauchak & Eggen, 1993) and provide an avenue for teachers to reflect more accurately on their experiences, thus benefiting teacher education and the educational community.