The main focus of this study was to investigate the impact of effective classroom management techniques of mathematics teachers upon student academic achievement. Descriptive research design was adopted for this study. Four research questions and four hypotheses were created to guide the study. A total of 139 first-year University students participated in the study. The results indicated that there is a strong and positive relationship between classroom management and student academic achievement at 0.05 level of significance. The finding also showed that giving feedback to student work is the most important component of classroom management, followed by teacher student interaction and motivation.