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This study aims to examine whether learners with different TOEIC proficiency levels perceive TOEIC learning differently and how such perceptions of the learners differ from those of teachers. It also investigates how learners’ perceptions of TOEIC are related to their actual TOEIC scores. The data for this study were collected from a questionnaire and two sets of TOEIC test scores. The questionnaire consisted of how participants think about TOEIC. It included questions including the hardest part of the TOEIC LC (listening comprehension), RC (reading comprehension) and the most necessary factor for a higher TOEIC score. 559 university freshmen who took the TOEIC class as a required English course, and 13 teachers, participated in the survey. Test scores of 507 students, a subset of the student participants who took both the pre- and post-tests of TOEIC, were analyzed. Results of the study showed that students’ perceptions of TOEIC were different among different TOEIC proficiency levels. Results also showed that their perceptions were not always consistent with the test results. Moreover, there was a gap in the perception of TOEIC among the learners and instructors. The findings of the study provide an in-depth understanding of the differences between students’ needs and teachers’ perceptions toward TOEIC learning.
