Matthew A. M. Thomas Zambian Teachers’ Perceptions of Expert Teaching: Resourcefulness, Punctuality, and Sobriety Abstract: This research, both qualitative and quantitative in nature, was conducted during the summer of 2008 in the Southern Province of Zambia. 36 teachers, representing urban and rural schools, were interviewed regarding their perceptions of expert teaching and the characteristics of exceptional teachers. Additionally, over 100 teachers completed a questionnaire requiring them to rank the most important teacher characteristics, ranging from “knowledge of content” to “compassion for students” to “resourcefulness and creativity.” This research explores the myriad of factors that are merged to create local perceptions of “quality” or “expert” teaching. It also aims to identify culturally relevant teacher-training methods that will encourage the characteristics suggested by participants and improve the overall quality of education in Zambian schools. From a comparative perspective, the findings suggest that some participants’ perceptions of expert teaching match those suggested by recent research, while other perceptions are unique to the regional and cultural context of southern Zambia. In summary, by examining the teacher perceptions of expert teaching, this research sheds light on the internal priorities and values of Zambian teachers. In this manner, a deeper understanding of teachers’ qualities, ambitions, methods, and practices is added to the extant research literature.