There has been increasing attention on teacher "quality" and effectiveness internationally. There is, however, little research documenting experienced teachers' classroom practices and their beliefs on why they teach the way they do. Drawing on a mixed methodological study of practices and beliefs across 12 primary and secondary schools, this paper documents the importance of passion, reflection, planning, love for children and the social and moral dimension to Irish teachers' constructs of good teaching. Contradictions are evident, however, between teacher beliefs and observation of their practice, the latter mediated by the sociocultural context of the school (gender, social class and migrant children), teacher expectations for different types of students and leadership practices within the school. Debates over "quality" teaching need to take account of these broader contextual and sociocultural factors which influence how teachers construct and do teaching. (Contains 12 tables, 2 figures, and 5 notes.)