Effective teaching is considered to be one of the factors that can facilitate learner achievement. The present study investigated the indicators that constituted good teaching from the perspective of higher-education students at Applied Linguistics departments, Iran. To do this, following a substantial review of the literature, the five major indicators (with their sub-components) defining teaching effectiveness were identified (viz. Preparation-Organization, Knowledge, Learning-Thinking, Enthusiasm and Delivery). Next, the questionnaire developed by Delaney et al. was administered to 80 higher-education students who were selected through convenience sampling by emails. The open-ended nature of the data needed a manual approach to the analysis and coding of the data. Overall, 13 final characteristics were observed based on the analysis and were further discussed and elaborated on.