The objective of this exploratory study is to determine whether teachers in the national system of Second Opportunity Centers of Chile have characteristics similar to those of effective teachers in similar schools in other countries. A nationally representative sample of teachers in 40 centers completed a self-administered questionnaire describing their background, training, teaching, and assessment strategies. Answers were compared with reports of effective schools for dropouts in other countries. Second Opportunity teachers in Chile appear to have characteristics and use practices much like those reported for teachers in effective schools elsewhere. More definitive statements await direct observation of teaching practices and information about students. The success of alternative schooling for dropouts varies directly with its differentiation to match the student population it serves. To improve effectiveness, future research must generate close-up, fine-grained data describing individual characteristics, teaching practices, and specific student reactions and outcomes.