This study examined divergence and convergence between students' and teachers' perceptions of teacher instructional behavior in terms of control of student learning, classroom management, and clarity. Survey data were collected from 72 secondary school teachers from seven schools and their 1,604 students. Teacher experience ranged from 1-29 years. Respondents completed the Questionnaire on Instructional Behavior. Data analysis indicated that one-third to one-half of the teachers differed considerably from their students, and of these divergent teachers, three-quarters to less than one-half had higher perceptions than their students. There was no statistical relationship between teaching experience and divergence. However, teachers with positive divergence on clarity and classroom management were relatively inexperienced, while those with negative divergence on those scales were more experienced. Ineffective teachers displayed more divergence for clarity, and teacher-centered teachers were less divergent on clarity and strong control than were teachers with other styles. The amount of divergence was related to the amount of clarity and shared control perceived by the students. Results suggest that the amount and direction of divergence may relate to the particular teacher behavior of interest. (Contains 68 references.) (SM)