The purpose of this study is to investigate the effect of professor act in classroom and students' traits on academic performance. The method of the study was applied- quantitative in term of purpose, descriptive in term of data gathering and was particularly based on path analysis. The sample of the study included the students of Shahid Madani University, Azerbaijan, from which 275 students were selected by random stratified sampling. Data were collected by Zhilabi Effective Teaching Questionnaire (ETQ), Bufard Self-Regulation questionnaire (SRQ) and Hermens Achievement Motivation (AM). Validity and stability of the tools were examined. The results showed that there's a significant and positive relationship among effective teaching, self regulation and achievement motivation with academic performance. The relationship between achievement motivation and effective teaching shows the most correlation and the relationship between academic performance and self regulation shows the least correlation. The general indices of research model test shows that the formulated model is very suitable for the relation between professor act in classroom and students' traits on academic performance. Effective teaching (professor act) variable and achievement motivation define 18% and 16% of the academic performance variance, respectively. It seems that professor can increase the academic success of the students by better class management, applying effective teaching method, reinforcing the achievement motivation and teaching of self-regulation strategies.