A study was conducted at Humber College of Applied Arts and Technology, in Ontario, Canada, to determine student and faculty perceptions of teacher effectiveness. Discussions with 10 nursing students identified 7 factors contributing to teacher effectiveness. A questionnaire, asking respondents to rank these seven characteristics, was distributed to nursing students, technology students, and full-time faculty in both fields. Fifty questionnaires were sent to each of the four groups. A total of 138 usable surveys were received from 40 nursing students, 40 nursing faculty, 37 technology students, and 21 technology faculty. Study findings included the following: (1) considering input from all respondents, "knowledge of subject matter" was ranked first in importance, although students in both nursing and technology ranked this factor higher than faculty; (2) "effective communication" was ranked second, although nursing students ranked the importance of this factor lower than faculty in both groups; (3) the factor ranked third by respondents was "well organized material," with nursing students ranking this factor higher than faculty in either group; (4) "ability to motivate" and "ability to inspire" were tied for fourth place in terms of importance to teacher effectiveness; (5) "friendly and open" demeanor was ranked sixth by respondents, with technology students rating this factor slightly higher in importance than nursing students; and (6) "classroom control" was ranked last, with no differences found between any of the groups. A literature review, data tables, and the survey instrument are included. (PAA)