This study used phenomenology to investigate doctoral student perceptions of "good teaching." Six semi-structured interviews were conducted and transcribed verbatim. Common themes were identified using domain analysis and four domains emerged. Participants perceived "good teaching" to involve an educator who: (1) exhibits passion which motivates learners, (2) knows and cares about learners, (3) applies diverse teaching strategies, and (4) demonstrates the relevance and applicability of content. Study results suggest that the interactive teaching methods typically recommended at the undergraduate-level may also be applicable and expected in doctoral-level courses.