The increased dependence on student evaluations to assess instructional effectiveness at the post-secondary level manifests the growing importance the field places on students' perspectives of teaching and learning (Seldin 1993). Horwitz (1990), Kern (1995), and Schulz (1996) claim that mismatches between FL students' and teachers' expectations of teaching can negatively affect students' satisfaction with the language class and can potentially lead to the discontinuation of study. This paper reports exclusively on the Spanish subset of A. Brown's (2006) data taken from a larger sample of FL teachers and students which compared teachers' and students' beliefs regarding what an effective FL teacher "should" do in the classroom, their perceptions of how "often" teachers integrated specific behaviors, and how "effective" they were in doing so. Significant differences abounded in the overall comparison and by teacher, especially in the area of target language use, error correction, and culture teaching pointing to the need for teachers to take stock of their beliefs and their students' regarding FL pedagogy.