We summarize qualitative research conducted on the mattering construct and then describe a qualitative investigation focused on mattering as a key aspect of the relational factors which influence the learning and development of students. Semi-structured interviews were conducted with 12 professors recognized for their teaching excellence. Specifically, we assessed professors' attitudes towards student perceptions of mattering and awareness of mattering in terms of their own self-reported beliefs, attitudes, and teaching practices that convey to students that they matter. Thematic analysis confirmed that almost all the award-winning professors interviewed recognized students' need to matter and found effective ways to convey to students that they matter. These professors tended to be more similar than different in their approaches and attitudes. Key themes included the need for professors to show students they care about them as students and as people, seeing and treating students as individuals who are collaborators in the learning process, and the need to avoid anti-mattering micro-practices that can result in students becoming disengaged and disillusioned. We discuss these findings in terms of how an explicit focus on mattering promotion is warranted as a central attribute of effective teaching and learning, how the current findings enhance understanding of the mattering construct and how it should be assessed.