Research findings have revealed that teachers’ perceptions of their own instructional quality are often inappropriate. Our research dealt with two research questions. First, how closely are teachers’ ratings of instruction associated with their students’ ratings? Second, do teachers share a stronger consensus with their students than visiting colleagues do? Data were collected by means of questionnaires and analyzed using the correlated-trait - correlated-method minus one (CTC(M-1)) model (Eid, 2000). Our results show low consistency between teacher and student ratings, which is not higher than between students and colleagues. Consequences for research and practice are discussed.