I enjoyed reading the article “Poor, Black, learning disabled, and graduating” (Remedial and Special Education, 145-160, 2008) from Murray and Naranjo, and I think their finding on protective factor in terms of teachers that correlates to the drop-out rate of students with learning disabilities is quite helpful to future teachers like me. Besides some common characteristics of teachers, such as caring and consistent involvement, students under investigation concluded two additional qualities that they expect. Firstly, they expected teachers with ability of breaking knowledge into pieces which helps students’ understanding and digesting the details. This expectation requires teachers to not only fully understand the academic materials but also be able to flexibly reunite the content according to students’ proficiency level. I used to teach in a private TOEFL study school, which customized study plan for students with different needs as a stunt, just like the students under Murray and Naranjo’s article had expected. From my experience, “breaking things down” teachers are absolutely helpful for students more than any other methods. But, the problem is that it requires time and experience to polish this ability from teachers, and most public schools do not offer enough payment or resources to encourage them to do so. That’s why it makes disabled kids more difficult to catch up with class. Another characteristic expected by kids from Murray and Naranjo’s research, which surprised me, is “powerful presence”. I used to think kids would prefer an easygoing teacher who treats them as friends, but it turned out, kids themselves have realized the impacts of being to close with teachers. It seems that kids need a strict and demanding teachers to push them forward with their study and be responsible and critic as well.