This document reports on the qualities of a good urban teacher as perceived by urban early childhood and elementary school teachers in 1988. A review of the educational literature indicates that the characteristics of good teaching reflected the time period in which the teachers lived and were prepared. This study focused on preschool, substitute, transition, English as a Second Language (ESL), and primary teachers working in the Harrisburg (Pennsylvania) City School District in Spring 1988. The survey instrument was a 36-item questionnaire developed to collect rankings of desirable teacher qualities identified in an earlier study. Data analysis yielded the following results, in order of ranked importance: (1) has an attractive and stimulating classroom; (2) provides instruction that is interesting and directed toward clear goals; (3) has good judgment; (4) applies the principles of learning; (5) is fair and impartial; (6) has a sense of humor, is cheerful, good natured, and pleasant; (7) disciplines firmly but kindly; (8) speaks clearly, in a pleasing voice; (9) uses new ideas and methods; and (10) is honest. The findings seem to reflect the methods and materials used in current teacher preparation programs, which stress the use of bulletin boards and displays, as well as a contemporary societal trend toward egocentrism, including a retreat from community involvement. A complete list of quality ranks and descriptions is included. A list of 11 references is appended. (FMW)