Educational quality is defined and shaped by the classroom practices implemented by teachers in our schools. The Teaching and Learning International Survey (TALIS)-PISA link presents a unique opportunity to explore what takes place in the classroom by listening to the voices of teachers and students. Teachers, with their professional training and knowledge, are experts on various instructional approaches, methods and lesson features. Since students are exposed to a variety of teachers in different subjects over an extended period of time, they can also be considered experts on different modes of teaching. Both opinions provide a rich and complex picture of what happens in the classroom. Almost all mathematics teachers across participating countries (Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore and Spain) use clear and structured teaching practices, according to both teachers and students. Cross-country differences are weak regarding the use of structuring practices, but moderate regarding the use of student-oriented practices and enhanced learning activities. Overall, mathematics teachers tend to report, more often than students, that they use a given teaching practice. The gap between teacher and student reports about the use of a given teaching practice varies across countries. Overall, the highest degree of convergence is observed for structuring practices, and the smallest is observed for student-oriented practices