What defines the quality of teaching? How can it be measured? How can teaching quality be implemented? These questions have increasingly become the focus of interest in recent years, engaging not only experts but also a broad public. Claudia Dostal, experienced in teaching and instruction with various target groups at universities, schools, and in extracurricular education, addresses these questions in her current study. From international school research and current psychological studies on the diversity of learners, quality criteria emerge that enjoy broad consensus. Through a comprehensive empirical survey, Dostal relates current school instruction to these quality criteria. At the same time, she also captures the distribution of different learning types among teachers and learners. Dostal's findings:.