Studies in the field of economics education indicate that teachers prefer content and a subject-oriented curriculum, while students favor a more personal relationship with the teacher and recognition as unique individuals. Mastery of subject matter is not as important to economics students. As a result, the following problems may occur in the teaching and learning process: (1) lack of mutual acceptance of the subject; (2) reduced efficiency of teaching and learning; (3) lower satisfaction levels; and (4) a higher dropout rate. Evidence exists suggesting that implementation of new curriculum and teacher training programs are hindered by these discrepancies. Describing and identifying differences should be a major goal of educational theory. This paper identifies some of the research studies undertaken in this area, along with resultant conclusions and theories. Results indicate that: (1) student problems and needs have received only modest consideration in research; (2) teachers tend to accept responsibility for student success and blame students for failures; and (3) students in economics education programs who are preparing to become teachers begin with student attitudes but change their perspectives to teacher oriented values prior to completing education courses. These changes lead to the failure of well-prepared learning materials. Positive treatment of individual students is crucial to the learning process, and curriculum specialists, administrators, and teachers should plan together to encourage this type of teacher/student relationship. Eighteen tables are included. (JHP)