Knowledge of algebra is the critical gatekeeper for success in completing high school and postsecondary training. In the United States 22% of entering freshmen are under-prepared for college mathematics. Researchers have documented disconnects between secondary and postsecondary mathematics\' expectations, but little is known about instructor perceptions of student learning in algebra classes. A researcher-developed survey was administered to a random sample of high school, community college, and university mathematics instructors to determine how well they believed students were mastering algebra content in high school and college algebra classes. Findings indicated there are differences in instructors\' perceptions of algebra learning in high school and in credit-bearing college algebra classes. The study should help establish the importance of significant three-way dialogue between high school, community college, and university instructors in order to find ways to enable students to make successful transitions from high school to college mathematics, and should be of interest to secondary and postsecondary mathematics professionals.