Students and faculty were surveyed about their perceptions of faculty members providing a replica of instructor lecture notes to students, and the subsequent impact that practice might have on student attendance and student learning. Each group was also surveyed about particular preferences in information delivery in the classroom. Results indicate significant mismatches in the perceptions of faculty and students regarding these pedagogical choices, complicating the decisions faculty make regarding providing instructor notes to students. A compromise solution is proposed, and faculty are encouraged to reshape their teaching approach, considering all the complexities involved, to a method that may work to maximize student learning. (Contains 3 tables.)