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Abstract: The article presents the results of an empirical study on students’ perception of communication competences of teachers. The research subjects sample contains 48 ninth grade students from schools in the Ekaterinburg. The methodology “Assessment of teachers communication competences”, containing a list of communication competences of a teacher (21 descriptors), has been used in this work. Research subjects have rated every competence on a scale from 0 to 10 both for “realistic” and “idealistic” teacher. Levels of communication competences development are highlighted (low, below average, above average, and high). It is shown that the students’ perception of a “realistic” teacher are below and slightly above average, whereas all characteristics of an “idealistic” teacher are high. A qualitative analysis of the results has been performed using selected groups of communication competences: competences related to student-teacher cooperation, related to the teacher's activity, related to the teacher's personality as an actor. It has been observed that, for the “realistic” teacher, the first group contains the most competences with low values. The perceptions of the “idealistic” teacher with the highest values are observed in the second group related to the teacher’s activity. This observation disproves the popular opinion that the students are interested neither in the educational process, nor in obtaining knowledge. It is deduced that there is a statistically significant difference between the perceptions of a “realistic” and “idealistic” teacher in all descriptors. The highest difference is observed with respect to such competence as “empathy”, whereas the least difference is observed with respect to “emotionality”.