This study is to provide the basic data necessary to improve the quality of teaching in college education field by identifying the factors that determine the good teaching through analysis of the teaching of the university instructors. For this purpose, 80 university instructors were analyzed using classroom filming analysis tool. For the analysis methods, crossover analysis, independent sample t test and one-way ANOVA, Spearman s rank correlation analysis, independent sample t test, and logistic regression analysis were used. The results of the study are as follows. First, there was a positive correlation between the recognition of good teaching and the teaching factors. Especially, recognition of good teaching showed the highest correlation with lecture method. Second, depending on the availability of the recognition of good teaching, there was a significant difference in all of sub-domains. In other words, the group that the instructor recognized his own lesson positively as the good teaching showed higher score than the group that did not. Third, among the teaching elements that determine the good teaching of instructor, the lecture composition turned out to be Is there a step to finish the lecture? , Does the instructor make the student pay attention? , and Is there a step to introduce lectures? , and the lecture progress turned out to be enthusiasm for lecture and appropriate use of time , while the lecture method turned out to be curiosity stimulation and use of diverse teaching media . In addition, the linguistic expression among the teaching elements turned out to be voice change , and the gesture turned out to be attention for all students , while the interaction turned out to be praise and encouragement . It is expected that the results of this study to be helpful to the college instructors in taking what teaching elements into consideration to provide good instruction to students, and in improving the quality of teaching by applying those factors.