The following article aims to analyze the perceptions of teachers in training and recently employed teachers regarding the concept of "a good teacher" in Chile and Argentina. This was done using a qualitative methodology, in particular, nested in an interpretive paradigm and using in-depth interviews with a biographical approach as a technique to produce information. The sample was intentional and was made up of 29 young teachers, 15 in the case of Chile and 14 in Argentina. The analysis of the information was developed following the guidelines of grounded theory. The results point to three dimensions that young teachers reveal as fundamental when reflecting on the figure of the good teacher: questioning the relationships of authority and power; the relevance of otherness along with the recognition of students; and the possibility of transforming the other and oneself into a subject.