As Web3 technologies increasingly intersect with educational practice, understanding stakeholder perspectives becomes crucial for effective implementation. This study investigates how self-identified educators and noneducators within a Web3-focused educational community (Ed3DAO) differ in their attitudes, expertise, and knowledge regarding blockchain-based educational innovations. Through analysis of survey data collected during an education-focused Web3 unconference, this investigation reveals significant divergences in specific domains while challenging assumptions about general technological adoption patterns. Results demonstrate that educators expressed lower optimism regarding Web3's influence on teaching practices, while non-educators were more pessimistic about Web3's potential for student community building. Notably, both groups showed similar levels of technical, practical, and conceptual expertise, with conceptual understanding consistently outpacing technical proficiency across cohorts. These findings suggest that successful integration of Web3 technologies in education may depend less on professional background than on bridging the persistent gap between conceptual understanding and technical implementation -- a finding that carries significant implications for professional development and technological integration strategies in educational settings.