This paper focuses on the definitions of the qualities of a good teacher by three categories of stakeholders to open education: learners, teachers and education administrators. The paper examines stakeholder?s definitions of the qualities of a good teacher in Open and Distance Learning (ODL)classes in selected schools of Lusaka District. An interpretive phenomenological research design was used and data was collected from open and distance learning students and teachers using in-depth interviews.The researchers felt that an interpretive study would help them understand the phenomenon of a good teacher from the perspective of those experiencing it, in this case; the learners, teachers and administrators.One of the reasons for this study was to explore the possible divergences in the meanings of a good teacher among the stakeholders. Data was also collected from Education Standards Officers-Open and Distance Learning (ESO-ODL) and head teachersusing in-depth interviews, these represented the category of education administrators and were responsible for ensuring good standards in the open and distance learning classes.The paper analyses student?s definitions of the qualities of a good teacher, provides a description of teacher perceptions of the qualities of a good teacher, explains education administrators? views of the qualities of a good teacher and finally suggests actions that would develop good teachers of adult learners in Open and Distance Learning Classes.