The disagreement among language teaching methods and the ill-definedrnguidelines on how to approach grammar has made grammar the subject ofrncontroversy (Ellis 1994). Teachers, therefore, are confused and haverncreated their own personal approaches to grammar teaching. Theirrnpersonal approaches mainly are deri1.!ed from their perceptions of grammarrnand grammar teaching (Borg 1999). Their perceptions inturn determinernwhether and how grammar should be taught (Rohani 2010). This study,rntherefore, explores and compares teachers' and students ' perceptions ofrneffective grammar teaching. Three fundamental research questions arernanswered in this investigation. These are a} how do teachers perceiverneffective grammar teaching? b} how do students perceive . effectiverngrammar teaching? And c} how do teachers perceive effective grammarrnteaching compared with students (or the other way round)? To answerrnthese fundamental questions, descriptive survey study is employed. Forrnthis study, 13% (53 students) from the total population of 417 arernrandomly selected while all English teachers directly participated.rnQuestionnaire is used as instrument of data collection. The questionnairernconsisted of 22 restricted and 2 open-ended item are distributed to bothrnteachers and students. Once data is gathered, descriptive statistics andrndescription methods are employed to analyze it. T-test is also used torncompare their perceptions and to uniierstand how much the difference isrnsignificant. The study finally finds that teachers perceive implicit approachrnas effective while students' perceptions go to explicit approach. The findingrnreveals the existence of significant difference in teachers' and students'rnperceptions of effective grammar teaching. In other words, teachers thinkrnthey teach grammar best implicitly but students thinlc teachers best teachrnthem grammar explicitly. The existence of mismatch in any aspect is arnserious problem which can negatively affect teachers' teaching andrnstudents' learning (Nunan 1987 cited in Tolc 2010). Therefore, to betterrnunderstand and solve the problem teachers and students may participaternin an ongoing discussion. Further research also should be conducted onrnhow they formulate their perceptions and the impact their perceptions havernon their teaching and learning practices. Finally, possible ways should bernexplored to bridge the gap in teachers' and students ' perceptions.