There is a missing link regarding the connection of students to teachers. From a learning perspective, that critical link is the quality of instruction that students receive. It matters who teachers are, but it matters even more what they do in their interactions with students and the subjects that students are learning. The pursuit of educational quality or educational equity cannot be guided absent an understanding of how learning is achieved through the interactions of teachers and students--in the classroom, around worthwhile content. To address this missing link, the authors propose the development of indicators of teaching quality. Indicators must meet certain criteria; they have proven to be an important resource in other fields, such as health care. To assess the standing of indicators in education, the authors analyze existing indicators used in major surveys administered by the federal government. They conclude with thoughts about the future of indicators for teaching.