This chapter provides a comparative look at teaching quality from the perception of students in the five Nordic countries. Prior research suggests that student surveys may provide a cost efficient, reliable, and valid supplement to other measures of teaching quality. Thus, in addition to observation data collected in Nordic lower secondary classrooms, this study examined how students in the Nordic countries perceive the teaching they receive on aspects of teaching quality, and to what extent these perceptions vary by country, subject (language arts, mathematics, and social science), and classroom. The study drew on 2501 responses to the Tripod Survey by Nordic students in lower secondary school (13–15 years old). Measures of reliability suggested both acceptable consistency of rating by students and good model fit for the seven quality dimensions included in Tripod. The findings suggest a number of interesting patterns, for instance that students in the Nordic countries generally appreciate their teachers’ capacity to clarify and explain content, but that learning is rarely perceived to be made interesting and enjoyable in the classroom. Comparison between subjects, countries, and classrooms also indicate significant similarities and differences. The findings are discussed with reference to prior research, and in relation to possible implications for practice.