The author examined the effects of teacher caring, teacher content explanations, and teacher interest promotion on Latino students' interest, self-efficacy, and achievement in mathematics. Participants in the year-long study were 326 Latino 9th- and 10th-grade students attending a large urban high school in southern California. Teacher variables made unique contributions to students' interest, self-efficacy, and achievement after controlling for demographics and initial levels of interest and self-efficacy. In addition, the author found the 2 instructional practices--content explanations and interest promotion--to mediate the relation between teacher caring and interest, self-efficacy, and achievement. The author did not detect any moderating effects with respect to gender, grade level, English language proficiency, or initial motivation. Implications for research and practice are discussed.