The present study identified behaviors that outstanding college faculty display. University of Texas System Regents' Outstanding Teacher Award recipients were sent a survey examining the likelihood of 73 faculty behaviors. The 256 completed surveys were submitted to principle component analysis. Behaviors subsumed in three categories occurred most often: (1) conscientiousness and preparation; (2) encouraging excellence; and (3) pacing class and replying to students. Treating students with respect, listening, availability, and using students' names were also high likelihood behaviors. It was suggested that behaviors falling under the concepts of caring, trust, and legitimacy lead to better student performance, retention, and success.