This paper investigates whether the combined effects of teachers' teaching styles,the teachers' self-efficacy and the learners' learning styles impact on the learners' final achievement. 800 intermediate Iranian English learners filled out the Grasha Learning Styles Inventory (1990) and 144 Iranian English teachers completed the Grasha-Riechmann Teaching Style Inventory (1996) and Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (2001). Structural equation modeling analysis revealed that the variables under study significantly contributed both directly and indirectly to the learners' final achievement. The 'efficacy in classroom management' was the most powerful predictor of the learners' achievement reflecting one of the most common learning patterns in Iranian EFL classroom contexts and supporting the path model proposed in the study.
