This paper reports the findings of a study which attempts to elicit responses from teachers on what makes a good art teacher and what constitutes good art teaching. The survey method was employed. Questionnaires were sent to panel heads of art departments in secondary schools in Hong Kong. Four broad sections were included in the questionnaire: the definition of a good art teacher; strategies for good art teaching; dilemmas of teaching art; and evaluation of art teaching. The findings helped build up a profile of what art teachers perceived a good art teaching in the particular context of Hong Kong. The author concludes that further research on formalizing standard of good art teaching through reflective inquiry will help teachers evaluate and improve their practice.