Expertise in teaching is a goal attained by only a few. Those who strive to become the best seek to understand the qualities of greatness. Research on cognition has, for example, shown that novices benefit by learning the schemata of experts (Sparks-Langer & Colton, 1991). According to Berliner (1986) and Tan (1997), there are several characteristics of expert teachers - one of which is their ability to monitor themselves as practicing professionals. Self-monitoring is the reflective practice of observing and tracking one's own performance (Zimmerman, 1998). The purpose of this study was to identify criterion characteristics of professional practice monitored by expert teachers. Data were collected from 31 teachers listed by Golf Magazine as the Top 100 Golf Instructors in America. Teachers completed a survey listing aspects of their teaching they considered strengths and weaknesses, and identified strategies that maintained strengths and improved weaknesses. Data were analyzed in three steps. First, responses were reviewed to identify the characteristics monitored by the teachers, and five themes emerged: a) skills, b) tools, c) philosophy, d) knowledge, and e) personal characteristics. Second, data from each theme were analyzed and clustered into representative categories. Finally, the categories were scrutinized to insure every characteristic identified by the teachers was accounted for by theme and category. Investigators unanimously agreed to the coding of each characteristic. Skills represented what teachers do and comprised six categories: a) communication, b) instructional strategies, c) analysis, d) developing student/teacher rapport, e) golf, and f) administration. Tools included objects teachers use and were categorized as: a) technology and b) performance tests. Teaching approach, content, instruction, programmatic, and student explained the theme philosophy (i.e. teachers' beliefs). What teachers know was themed knowledge and included categories: a) teaching knowledge, b) content, c) general knowledge, d) learners and students, e) kinesiology, f) business related, g) technology, and h) golf related. Personal characteristic, (i.e. who teachers are) embodied the categories: a) caring, b) joyful, c) passionate, d) trusting, c) patience, f) open-minded, g) curious and analytical mind, h) fitness, i) lifestyle, j) disposition, and k) staleness. Criterion characteristics as monitored by expert instructors provide a guide into the possible areas for improvement for all teachers.Keyword(s): coaching, professional development, research