This study was initiated in response to perceived behavior problems of undergraduate law school students at a research university in Israel. It was found that increasing numbers of students stopped attending classes on a regular basis, were not reading assigned materials, avoided participating in discussions, studied only superficially for exams, and were reluctant to study theory, preferring to concentrate on practice. Interviews and questionnaires completed by a representative sample of faculty and students attempted to identify similarities and differences between professors' and students' thinking about and perceptions of goals in teaching, the responsibility for student learning, and problems in the teaching/learning/student assessment situation. The study identified major gaps between faculty and student perceptions concerning all aspects of the academic environment. A dividing issue is faculty emphasis on theory in teaching as opposed to students' wish for a more practical orientation. Views also diverge on who is responsible for students' failure to learn. While faculty perceive themselves as satisfactory teachers, students are highly critical of faculty's teaching, with students criticizing faculty's information-transmission approach to teaching despite students' preference for a more student-centered orientation. These findings are compared to similar observations made at a U.S. law school. Four data tables are appended. (Contains 53 references.) (CH)