Drawing from Bhabha's (2004) concept of interstices, we examined what constitutes quality teaching through a collaborative autoethnographic study. As two authors with different cultural backgrounds (a U.S.-based teacher educator born and raised in Korea and a U.S. elementary teacher candidate pursuing a career opportunity in Korea), we strategically used insider and/or outsider perspectives to challenge a taken-for-granted understanding of quality teaching. We started our inquiry by individually responding to three structured reflection questions in writing. Then, we met and discussed each other's responses over 14 meetings, annotating and further elaborating the initial accounts. The key themes that emerged from open and axial coding of this data, including (a) how students' needs influence teaching differently, (b) what it means to be prepared to teach, and (c) the facilitation of classroom management, contribute to the continued discussion regarding how to make teaching more culturally relevant and equitable by highlighting the importance of cross-cultural reflections in teacher education.