Teacher is an important factor swaying students' achievement. The success of an educational entity reflects the quality of the teachers engaged. Teacher factor is identified as one of the main obstacles to the Arabic education. Assessment process of the teachers' quality would help those concerned identify the weakness before preventive and remedial actions being taken. This study intends to identify the features of quality for Arabic teachers agreed by students and teachers as the first step in a continuous assessment of the teachers' quality. The respondents of the qualitative approach are 9 excellent Arabic teachers and 90 students from SMKA throughout Malaysia. The qualitative data are analyzed through descriptive and comparative methods using the Atlas.ti. installer. The finding of this study regarding the experiences of excellent Arabic teachers shows that there are 17 GBA quality characteristics that are seen in 4 categories, i.e. 1) Personality, 2) Assessment and Feedback, 3) Class and Student Management, and 4) Teaching and Learning (T&L). The outcome also uncovers types of similarity and difference in determining the teachers' quality based on teacher and student perspective. The teachers are found as leaning to more comprehensive assessment compared to the students who prioritize the quality of a good teacher-student relationship.