Nine women, representing a range of ages, ethnic identities, and educational levels, who were completing detention sentences in a halfway house setting in the Midwest were interviewed to gain insight into their perceptions of education. The researcher found that the women consistently spoke about what makes a teacher "good". Some of the characteristics that were discussed included encouraging hands-on experimentation with concepts, encouraging students to access various learning styles, providing one-on-one instruction and attention, and being compassionate and understanding. The dichotomy between what the women perceived as being good teaching and the reality of their experiences in public education settings is considered. The researcher then examines the implications of these characteristics for educators within correctional settings.