This mixed-method study explored academic staff perceptions of Teaching Quality (TQ) in Saudi Faculties of Education (SFE). The aims of the study were (1) to explore the extent to which academic staff in SFE perceive teaching quality indicators (TQIs) as important for achieving TQ in SFE; (2) the extent that academic staff apply TQIs in their teaching practices; (3) to identify barriers related to the application of TQIs; (4) to investigate what the academic staff in SFE perceive as the most important requirements for achieving TQ in SFE; and (5) to understand what demographic variables affect academic staff perceptions of the levels of importance, applications of TQIs and requirements for achieving TQ. To achieve these aims, a sequential mixed method design was adopted, including two phases of data collection. The quantitative phase involved the online surveying of 467 academic staff members at 21 Faculties of Education across Saudi Arabian Universities. This was followed by a qualitative phase, using semi-structured interviews with 16 academic staff. Data analysis indicated that although academic staff perceived the TQIs to be important in achieving teaching quality, a low level of application of these TQIs was found, suggesting a substantial gap between academic staff members’ endorsement of TQIs as important to achieve TQ, and their level of application in SFE. The greatest discrepancy between importance and application was in the area of professional development. A number of barriers to application of TQIs were found, including a lack of policy and planning, lack of educational technology resources, lack of professional development quality, lack of time, large class sizes, and lack of feedback.