This paper reports on a study that investigated children's knowledge of division and its relationship to the depth of their teacher's conceptual understanding of division. In particular, it examined the extent to which this translated into student understanding and how this was manifested in an ability to solve division problems. A paper and pencil test was administered to 79 Year 7 students and 15 of their teachers in four schools. Following the testing, six students from each school and all of the teachers were interviewed. Both the testing instrument and the interviews provided insight into the teachers' conceptual understanding and their students' knowledge of division. Results from this study indicate that while many students have considerable facility with division most rely on following a procedure with limited understanding. Their teachers displayed some conceptual understanding of division. However, they demonstrated a bias for procedural knowledge, both in the paper and pencil test and during the interviews.