This study associates the perceived effectiveness of alternative teaching methods with perceived instructional emphasis areas for each of two groups: faculty and students. It seeks to determine the congruency between faculty and student response. The results evidence a commonality between faculty and student perceptions as to the effectiveness of the following teaching methods when related to instructional emphasis areas: group projects, cases, and in-class presentations. However, students when contrasted to faculty denote greater associations with instructional emphasis areas for in-class discussions and inclass exercises, as well as individual projects and computer simulations. Reasons for the discrepancies are developed, as well as the usefulness of the associations in selecting pedagogical approaches and encouraging pedagogical innovation.