This report explores the question of what constitutes success in teaching from the perspective of the teacher. A survey of elementary and secondary teachers was conducted using both questionnaires and interviews. Responses were classified as cognitive, affective, or other. Responses were judged cognitive when pupil learning was indicated as a sign of successful teaching. An affective rating was used when responses indicated a positive attitude or feeling that occurred within the classroom. The affective category yielded the highest number of responses across all grade levels. Regardless of teaching level, most teachers defined their success in terms of their pupils' behaviors rather than themselves or other criteria. It was clear from the interviews that teachers defined success in the classroom from a unique perspective that research has yet to explore. It is proposed that, by paying more attention to the needs of preservice and inservice teachers for success, teacher education programs might provide models of teacher behavior in the classroom that evoke positive student response. (JD)