These two syllabus types are not only representative of the way languages are taught, they also reflect the general teaching styles of the West and the East. While in the West, much attention is given to the actual processes of completing the tasks, a typical Eastern approach places more emphasis on the information that is passed from the teacher (the knower/the pitcher) to the learner (the receiver/the cup). In general, a Type A syllabus, with its itemized structure gives the teacher high levels of accountability, whereas the Type B syllabus that is focused mainly on the tasks does not allow for as much itemization, therefore, providing lower levels of accountability for the teacher. This paper deals with the problems teachers face in applying the Western teaching approach in the Eastern university classroom in South Korea. The culture of the classroom and students' expectations of the teacher are closely examined in an effort to highlight any such problems. (Contains 1 chart. Appendix contains 2 figures.)