To contribute to the global discussion about what makes an effective teacher, Pearson surveyed students ages 15-19, teachers, principals, education researchers, education policymakers, and parents of school-aged children in 23 countries (Canada, U.S., Mexico, Brazil, Argentina, Finland, Germany, Poland, England, Morocco, Egypt, South Africa, Turkey, Saudi Arabia, Qatar, U.A.E., Iran, India, Singapore, Vietnam, Hong Kong, Japan, and Australia). Along with demographic items (e.g., respondent's city, gender, school or job experience), participants responded to two key items: (1) List a minimum of 3 and a maximum of 15 of what you think are the most important qualities of an effective (good) teacher; and (2) Indicate the type of teacher you are thinking of as you create the list. For the second part, the researchers provided a matrix of grade levels and subject areas taught, allowing them to examine whether the list of qualities differs for different grade levels and subject areas. The study was driven by the following set of research questions: (1) What do different stakeholder groups regard as the most important qualities of an effective teacher? (2) Do these qualities differ by context? and (3) How do these qualities align with teaching standards and research on teacher effectiveness? The most common response, regardless of grade levels the teacher teaches, public or private school, or gender of the respondent, is that relationships between teachers and students matter most. The responses also vary based on the country's level of human development. Less developed countries tended to value the teacher's professionalism more strongly; however most differences were not dramatic. Overall, stakeholder responses reflect a student-centered focus, valuing the relationships required for learning and the understanding of students as learners above the teacher's subject knowledge and teaching skills.