This paper discusses a current study examining the relationship between perceptions of teaching quality and student achievement in Indonesia through an analysis of the 2021 National Assessment results. The study compared the perspectives of students and teachers in high-performing and low-performing schools, gathering data from a large-scale, randomized sample covering 6,758,399 students and 256,366 schools. The findings revealed significant differences in perceptions of teaching quality. Schools with high performance exhibited higher perceived teaching quality across all educational levels, particularly at the elementary level. Teacher perceptions consistently rated teaching quality higher than student perceptions, indicating potential discrepancies in self-assessment. The study also found that students' perceptions of Classroom Management and Affective Support were strong predictors of Literacy and Numeracy achievements, whereas Cognitive Activation showed a weaker, negative correlation with student performance. On the contrary, teachers' perceptions of Cognitive Activation were strong positive predictors of student achievement. The implications of this study underscored the importance of incorporating student feedback in evaluating teaching quality and suggested that teacher training should focus on enhancing Cognitive Activation skills. Moreover, the study also advocated policies aimed at closing the quality gap between schools as well as improving teachers' self-evaluation and pedagogical practices.