This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.