This study focuses on adolescence reasoning about teacher skills. The aim is to form examples of good teaching from the student’s point of view. The data material was analyzed in a socio-cultural perspective. Sixteen students from one class participated in a focus group survey. The ingoing theme of the focus groups was: How do skilful teachers do when they teach? Subsequently three students from the same class were interviewed individually. The interview was initiated with an instruction to the student to form advice to a person who would like to become a skilful teacher. The findings show that adolescents want to take part in the planning of the lessons. They want their teachers to be fair to them, not in the equality sense but in the way of seeing the student’s opportunities and they want them to vary the way of teaching and examine. The students reasoned about the teacher-student relation, and the differences amongst teachers in earning and receiving respect. The students described how teachers develop a learning culture and a good environment in the classroom. The students define teacher skills as: A teacher’s ability to vary his/her classroom management. A teacher allowing students to participate in the planning. The teacher’s ability to listen to the students and in a polite but clear way make the students understand the rules of the classroom. A teacher’s ability to introduce the aim and purpose of a lesson. In future research about teacher skills it would be interesting to interview students from other schools in other socio-cultural environments.