This summary examines public opinion research about teacher quality and strategies for improving U.S. teaching quality. Researchers examined surveys of teachers, school board members, principals, students, and the public. This review investigates: what constitutes quality teaching; how to define good teachers; the importance of teacher quality; whether Americans believe they have high quality teachers; how to achieve high quality; and what programs and strategies would help in this endeavor. Data show that the public: has a high opinion of teachers; believes better teachers are essential for improving schools; feels that schools must be safe for learning to occur; and believes that teacher subject knowledge is as important as the ability to teach that subject. Only one-quarter of the public is very satisfied with local schools for hiring and keeping good teachers. Four large policy issues surround obtaining quality teachers: improving teacher education, providing more inservice training, requiring teachers to pass certification/recertification tests, and holding teachers accountable for student performance. The public strongly believes in the need for good faculty development and the requirement for prospective teachers to pass proficiency tests. The paper concludes with key questions on defining quality teachers, content knowledge, recruitment incentives, and professional development. (Contains 42 references.) (SM)