This study examined the viewpoints of lecturers and students regarding the roles of smartphones in the classroom: how legitimate is it to use them in class, and in what ways? Does the usage of smartphones impair in-class learning processes, and if it does, can we tie specific uses with specific disruptions to the class? Conversely, could it be that using smartphones in class might benefit learning processes? Our inspection sought to uncover the possible existence and nature of attitudinal gaps between students and lecturers by comparing viewpoints and perceptions from both sides of the lectern. The study was conducted among lectures (n=236) and undergraduate students, most of whom between the ages 20-30 (n=336), from seven academic institutions in Israel. Respondents answered an online questionnaire that included questions about their smartphone usage patterns, perceptions regarding the legitimacy of using smartphones in class, and assessments concerning the smartphone's potential contribution to and disruption of learning processes in the classroom.