The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables predict effective teaching. A sample of 251 graduate students responded to a survey posted in two professional associations, and four universities in the United States and other countries. A structural equation model analyzed the influence of the independent variables on the dependent variable, effective teaching. A multiple regression analysis indicated that individualized consideration, SPEL, and deep learning were significant predictors of effective teaching. Intellectual simulation was a predictor of deep learning, which in turn influenced effective teaching.