This article examines and compares teachers in a national sample of middle level schools to those in a selected group of highly successful middle level schools. The context within which they work, their preparation, their level of implementation of middle level best practices, and their involvement as teacher leaders are discussed. Results show some similarities, as well as some distinct and important differences in the two sets of teachers. Recommendations are made for teacher preparation programs as well as inservice professional development programs which can increase teacher effectiveness and are consistent with the expectations of No Child Left Behind.