Numerous articles have been published referring to differences in the way expatriate faculty members at universities in the United Arab Emirates (UAE) and their Emirati students perceive the customs and nature of teaching and learning. Faculty members and students come to class from two varying educational and often cultural backgrounds. As the UAE is a dynamic, young country that is rapidly changing with a diverse residency population, it is necessary to frequently research how Emirati students currently perceive effective classroom practices in order to best support their needs. A possible model to adopt and adapt is culturally relevant and responsive pedagogy. This qualitative study explores perspectives of learning held by local Emirati students and expatriate faculty members at a public university in the UAE. Ten Emirati students and ten faculty members describe their views through interviews. Findings centered around disconnection and misapprehension between faculty members and students in several regards: culture, motivation, concepts of teaching and learning and student needs. Recommendations include developing training on implementing culturally relevant pedagogy by showing faculty how to view teaching and learning through the lens of the student and check their own preconceived notions. It allows for students to have power over their own learning by implementing strategies relevant to their own cultural and background norms. Limitations and suggestions for future studies are also provided.