Carl Williams writes in this article that effective teachers possess a repertoire of critical skills associated with student achievement. As one might expect, these skills relate to planning, implementing, and evaluating instruction. However, there is one indispensable component that is not a skill in the traditional sense; nonetheless, it is an essential dimension of the learning process. Williams is referring to high expectations and ensuring that teachers are able to sustain them as they teach in the classroom. High expectations are significant because teachers' expectations influence their actions and, by extension, student learning. Williams believes then, the challenge for teacher education programs is to prepare teachers to have high expectations. He believes that in order to achieve this outcome, teacher education programs can address positive expectations as an integral part of their programs of study. Rigorous content in the deaf education classroom seems especially appropriate to him in light of the fact that 90 percent of the states have adopted the Common Core State Standards (CCSS), which seek to elevate academic achievement to ensure that students are well prepared for the demands of college and careers. Undeniably, a higher standard of learning necessitates a higher standard of teaching. Since the CCSS challenge students to pursue deeper levels of thought in the learning process, teachers will need to be able to implement instruction that promotes higher thinking skills. The article closes by reminding the reader that ethical teachers have high standards for their students, and that this is one of the most valuable lessons future teachers of deaf and hard of hearing students must learn.