The popularity of and reliance on emergent computer-mediated communication technologies such as instant messaging, blogs, and social networks have arguably widened the generation gap between faculty and traditional undergraduate students. Marc Prensky defined this generational technology divide by coining the terms "digital natives" and "digital immigrants." This article reports a study that explored differences between professors (digital immigrants) and undergraduate students (digital natives) at the University of North Carolina at Chapel Hill regarding their expectations and use of e-mail and its perceived impact on instructional outcomes and student success. The ubiquitous nature of e-mail presents an ideal opportunity to investigate its use along this generational divide. Additionally, the study of e-mail practice and perception in the context of higher education might foster more meaningful scholarly communication between teacher and student and, in turn, positively impact instructional outcomes and student success. (Contains 5 tables and 16 endnotes.)