Learning processes are usually evaluated from the students although two important subjects involved, there are students and instructors (Makarem, et. al., 2001). Hence, it is more accurate to evaluate learning processes from both students and instructors point of view. It is quite often that the evaluation result from the students different from the evaluation result from the instructor. Moreover, the effectiveness of the process is interpreted as good mark achieved by students. This paper’s aim is to find out the relationship between the instructors ‘behavior and students’ achievement in clinical phase of their study. The data collected is analyzed by regression and correlation analysis. The results showed that the instructors behaviors on facilitating discussion, role playing and their general attitude were siginificantly affect the students achievement.