The present study examines the effect of teacher’s sense of humor on the academic achievement of university students. 180 university students (90 Arts, 90 science) were asked to rate their teacher’s sense of humor in the classroom. And the investigator measures the effect of the teacher's sense of humor on their academic achievement. Where the investigator used stratified random sampling for sample selection, an ex-post facto research method was used as the study’s design. The findings showed a significant difference between the perceived teacher’s sense of humor and university students' academic achievement concerning their stream. The study also revealed that teachers who use humor in the classroom are more approachable and likable, which may increase engagement and motivation to learn. The implications of these findings suggest that incorporating humor in the classroom can be an effective strategy for improving students’ performance.