What are the thoughts of exemplary teachers from high poverty schools on linguistic diversity and cultural responsiveness? What do inner-city children say about their best teachers? In focus groups, faculty and students from high poverty schools were asked about the qualities and characteristics of exemplary urban teachers. One focus group consisted of three urban elementary school teachers, and the other was made up of six middle and secondary school students. Analyses of their discussions reveals that exemplary teachers are passionate and committed to children's learning. They hold high expectations for all children's learning. Although sensitive about issues of linguistic diversity, the exemplary teachers believe all children must learn the dominant code. Unlike teachers in other studies of exemplary urban faculty, the teachers in this study did not participate in community activities. Yet, they connected with children by constructing personal and caring places for learning, making learning exciting with varied activities, integrating cultural knowledge through literature, using humor, conducting field trips, and sometimes inviting children to their homes and communities. (Contains 14 references.) (SLD)