This study examined teaching practices in undergraduate education by surveying 180 undergraduate students and 29 faculty, most in the school of education, at the Rio Piedras Campus of the University of Puerto Rico. Factors investigated include: (1) degree of agreement between faculty and students on good teaching practices; (2) relationship between faculty gender, rank, years of teaching experience, and overall rating of teaching practices; (3) relationship between students' gender, major, first college choice, study level, academic expectations, career expectations, and overall rating of teaching practices; and (4) faculty expectation about students' performance in comparison with students' expectations. Significant differences were found in faculty and student perceptions about instructional practices. The practices students saw as frequently-used involved rigorous control and regulation, and those less-used included providing acknowledgment, support, and prompt feedback. Practices that faculty rated as frequently used were consistently those rated by students as least-used. Expectations of students most mentioned by students were those least mentioned by faculty. Implications for practice are discussed. (Contains 17 references.) (MSE)