To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various components of Teacher Effectiveness viz. Adequacy of classroom procedures, Enthusiasm for teaching and knowledge of subject matter, Stimulation of cognitive and affective gains in students, and Relation with Students. Setting is secondary schools in Kerala state of India. Study Sample constitutes 50 Secondary School Teachers selected according to the Headmasters' nominations from 15 secondary schools of five districts of Kerala. Research Design: Interviews were conducted with Secondary School Head masters and located teachers with high tacit Knowledge. For data collection Instructor self-evaluation form was used. It was found that these teachers gave the highest preference to "Relation with students." There was not much difference in "Adequacy of classroom procedures" and "Enthusiasm for teaching and knowledge of subject matter." "Stimulation of Cognitive and affective gains in students' in them was the least. It is concluded that teachers with high tacit knowledge often possess good relationship with students over and above the "Stimulation of cognitive and affective gains in students" which is also an unavoidable component of teacher effectiveness. (Contains 1 table and 1 figure.)