Description: A steady decline in government funding to Australian universities has occurred over the past decade which has resulted in these institutions strategically re-positioning themselves to enhance their market share of full fee paying students. Similar to the United Kingdom, there has been increasing calls from government for greater accountability and increased quality of teaching in Australian universities. The shift in focus from universities as a pure educational experience to a client-oriented business model is changing the nature of the academic workplace. This study reports on business academics' perspectives related to teaching and learning issues and the impact of this highly political context on their priorities. The theoretical constructs that underpin this study draw upon the work of Burns, Ramsden, and Biggs. Methodology: In-depth interviews using a semi-structured schedule were undertaken with twenty eight business school academics within a large Australian university. Conclusions: In-depth interviews undertaken with twenty eight business academics revealed a general positive attitude to teaching, that they would like to be more innovative in their teaching, and were aware of the importance of quality teaching; however, they had little available time to engage in curriculum review or professional development. They reported that their time constraints were due to considerable administrative loads due to large classes and numerous overseas teaching commitments. These academics indicated that there were mixed messages emerging from the university administration regarding the importance of teaching. A considerable disincentive was that research, not teaching, was perceived to be crucial to ongoing employment security and career advancement. This research is of interest to university academics, particularly those in western countries that are experiencing increasing political pressures for "quality teaching" and research output. It also has interest to university professional developers who are working with academic colleagues on teaching and learning issues.