This paper looks at the survey responses of senior students of Mexican descent in one urban high school describing what makes teachers effective. Students identified teachers as effective when they provided help (by means of caring, supportive interactions, and effective teaching practices) within two specific contexts: their everyday school experiences and their transition from high school to post-secondary school and/or work. Understandings of the contextual interactions that students believe have an influence in their school engagement and overall well-being helps to advance our thinking about the importance of teacher actions and interactions with students.