This study examines business students' perceptions of the importance of faculty attributes classified by teaching, experience, research, service, and degree affiliation. Evidence from the United States and Tunisia, although differing in culture and attribute rankings, reveals that the faculty attributes students found most important in business faculty were teaching and experience. We also report gender differences across both countries where female students highly valued faculty teaching attributes while male students highly valued the faculty experience attribute. Despite differences between the two countries' educational systems, students from both countries similarly perceived faculty publications as least important in their pursuit of a quality business education. This finding suggests a disconnect between faculty research and teaching -- a disconnect commonly referred to as the 'research-teaching gap.' Our findings have policy implications for institutions of higher education in at least three areas: the accreditation process, curriculum design, and faculty evaluation and promotion.