Personality and pedagogy are two of the main factors of quality teaching. However, their combined effects are underexplored. This research investigates how openness, conscientiousness, and emotional stability among other traits and pedagogical approaches influence the quality of teaching by pre-service teachers. Although research recognizes emotional and cognitive aspects, few studies establish direct connections between certain traits and teaching outcomes. Using a mixed-method convergent parallel design, data were gathered from 229 pre-service teachers and 6 supervisors in Bulacan State University. Quantitative data were collected using validated personality inventories and Likert-scale pedagogy surveys, whereas quality teaching was measured by final demonstration grades of 4th year pre-service teachers. Regression and thematic analyses identified that openness and classroom management were the strongest predictors of high teaching performance. The results concluded that pedagogy and personality both played an equal role in effective teaching, with flexibility and control of the classroom being key qualities for success in actual classroom settings.