The purpose of this study was to determine doctoral students’ perceptions of characteristics of effective teachers and to identify antecedent correlates of these perceptions (ie, gender, race, type of degree sought, and employment status). Participants were 205 doctoral students who were enrolled at a research university in the United States. Using a sequential mixed analysis, a priori themes identified by Onwuegbuzie, Witcher Collins, Filer, Wiedmaier, and Moore (2007) were applied to doctoral students’ open-ended responses, comprising responsive, enthusiast, studentcentered, professional, expert, connector, transmitter, ethical, and director. The perceptions of doctoral students were found to be multidimensional, suggesting that a blend of attributes is required of the college teaching profession. Findings from this study have important pedagogical implications for administrators, developers of teacher evaluation forms, and instructors of doctoral students.