The women, who represented a range of ages, ethnicity, and educational levels, indicated they preferred teachers who explained concepts rather than just assigning work. Several of the women found the most help in classes where teachers encouraged hands-on experimentation. Attention to students as individuals was also cited by many of the women as helpful. In addition to favoring certain instructional methods and techniques, each woman indicated the importance of a teacher being patient, understanding, and compassionate. This involves interacting with students by listening to and responding to their questions and concerns. A teacher who is enthusiastic about students learning and improving was also rated highly. Further, a good teacher encourages students to assume responsibility for their education and their future. The nine women, who lived in a halfway house in a metropolitan area in the Western United States were interviewed twice, with each interview lasting between 45 minutes and 1 hour. Qualitative data included transcripts of interviews, field notes from site visits to the halfway house, and literacy narratives that each woman wrote. Transcripts and notes from the interviews were provided to the women for additional corroboration. 18 references