Parents are the preeminent significant adults in the lives of adolescents, but occasionally teachers are perceived as significant. Pertinent literature is reviewed which describes the extent of influence and qualities of teachers who are chosen as significant by adolescents. Implications for schooling and teaching are presented. Conditions under which teachers work and the less personal nature of the teacher and student relationship appear to make it difficult to establish the depth of relationship necessary for a teacher to be described as significant. Ideas for assisting students in need of a relationship with a significant teacher are explored. Significant teachers as an integral factor in the transmission of culture are discussed, as is their role in the facilitation of formal school learning. Nearly 50 references are listed. (Author)