This paper aims at studying the relation between faculty members’ teaching approaches and students’ learning approaches. This was correlative descriptive survey. Statistical population included all the faculty members and students in University of Sistan and Balouchestan from which 600 persons (170 faculty members and 430 students) were selected by multi-stage sampling. Students’ study techniques and approaches questionnaire (Biggs et al, 2001) with 32 items and teaching approaches questionnaire (Prosser &Trigwell , 2007) with 22 items in five-point Likert Scale were used for data collection. Formal and content validity of questionnaires was approved while their reliability was approved by Cronbach’s alpha, respectively equal to 0.78 and 0.84. Data analysis was implemented through calculations of frequency, percentage, mean, standard deviation, correlation coefficient test, independent t-test, and single-way variance analysis. Findings indicated that teaching method for majority of faculty members is teacher-oriented and most of students use strategic learning method followed by deep learning method. Also, it was shown that there is no significant relation between teacher-oriented teaching and student-oriented teaching methods, and students’ deep learning approach while meaningful relation was not observed between student-oriented teaching methods and superficial learning approach. Significant relation was observed between teaching methods of faculty members according to their scientific rank. In addition, there was meaningful relation between student-oriented learning methods according to colleges where faculty members teach in. Female students rather than males, youngsters rather than olds, and unexpectedly, bachelor level students rather than master level ones use strategic and deep learning approach.