This study aimed to ascertain teachers ' (n=22, 95% native English speakers) perception of small group settings as a communicative learning experience and to compare this perception with that of EFL students' (n=394). Answers to a parallel questionnaire indicated that both samples' perceptions did not differ significantly (F=5.047, p<.05). Both agreed (p<.O 1) that small group settings allowed more opportunities for students to speak and interact with both peers and teachers, for teachers to correct grammar usages, and for better performance assessment and evaluation. For disagreements, although 95% of the teachers preferred to teach in small classes, only 13 % of students did. Moreover, teachers and students differed (p<. 02) in their perspective regarding being more or less comfortable in small classes, having more or less classroom rules, and students being more likely to meet homework deadlines. Therefore, although teachers' and students ' views regarding language learning in small classroom settings are not so significantly different, some important areas of disagreement or agreement need to be explored.