The authors of this study used the structural equation model (SEM) approach to test a model that hypothesized the influence of student learning strategies, internet and campus technology, quality of instruction and overall college experience, and student-faculty interaction on student academic achievement. Further a SEM model was developed to link all the study variables with a discussion provided to explain their interrelationship. The study used data collected from 537 college seniors that represented a mixture of traditional undergraduate curricula. The results show that, internet and campus technology, quality of instruction and overall college experience, and student-faculty interaction significantly predict academic achievement. From a more practical perspective and considered collectively, the measures used in this study provide much more information about the teaching and learning environments in higher education settings than those that have been traditionally used. The information from the multiple measures used in the study can foster the development of more enriched learning environments than the traditional practice of providing faculty with simple feedback from traditionally used teaching or course characteristics student rating forms. The core findings of the study have a variety of implications for higher education and practice, measurement and theory development, and future research. (Contains 2 tables and 1 figure.)