The voices of students can make a significant contribution to understanding what constitutes accomplished teaching (Flutter, 2007). Young people give cogent and significant views about their learning, providing important insights for improving teaching (Rudduck, McIntyre, & ESRC Teaching and Learning Programme., 2007). Using a qualitative approach, the perspectives of consequential stakeholders, that is the students, (Groundwater-Smith, 2005) are analysed to canvas their views of accomplished teaching. Thirty-four students ranging from year 7 to year 12 in eight schools in three Australian states were interviewed using post lesson video-stimulated recall. Interview data were open coded allowing the categories to emerge. This research arises from the Strengthening Standards of Teaching project (in progress) in which standards for the teaching of geography will be developed. The focus of this paper is on learners' perspectives of seventeen classroom learning experiences. It describes the major themes, patterns and ideas that have emerged and draws out implications for teacher education. This study found that several features emerged which positively influence student learning. These were including interactive teaching, contextualising learning, inclusion of collaborative learning approaches, timely individual assistance and explanatory clarity.