The study investigated the teachers’ self-regulation and sociability as predictors of students’ academic achievement in bearing and distances concept of mathematics. The design of the study was a correlational survey. The population of the study was two thousand and fifty-six (2056) respondents. The sample for the study consists of 384 respondents which comprise 48 SSII mathematics teachers and 336 students. The sample size was drawn using a multi-stage sampling procedure. Three instruments titled “Teachers’ Self-regulatory Scale (TSRS)”, “Teachers’ Sociability Scale (TSS)” and “Bearing and Distances Achievement Test (BDAT) were used to collect data for the study. The data collected were analysed using regression analysis. The findings of the study revealed that 17% of students’ academic achievement in bearing and distances was predicted by teachers’ self-regulation. Similarly, 37% of students’ academic achievement in bearing and distances was predicted by teachers’ sociability. It was recommended that opportunities should be provided by teachers for students to share strengths and weaknesses as this, in turn, increases students’ active participation in the classroom and hence their achievement.