The purposes of this research were 1) to analyze the student-level and teacher-level factors effecting on students’ mathematics achievement and 2) to analyze the interactions between teaching and learning style effecting on students’ mathematics achievement. The samples were 42 mathematics teachers and 1,816 students in grade 9 in the schools of the office of the basic education commission and the office of the private education commission in Thailand. Data was collected through the student–teacher questionnaires concerning the student-level factors and the teacher-level factors. A multilevel analysis is used in this study. The findings were as follows: 1. At the student-level, the variable that significantly influenced the student mathematics achievement at 0.05 level was the theorist learning style. 2. At the teacher-level, the variables that significantly influenced the student mathematics achievement at 0.01 level were the student class size and the faculty of the teacher’s education, and the variables that significantly influenced the student mathematics achievement at 0.05 level was the teacher job satisfaction. 3. The interactions between the student learning styles and the teacher teaching styles were not significantly found at .05 level.
