The study aimed at ascertaining effective teaching in economics from the perspective of economics students. It also aimed at ascertaining certain factors that influence students' rating. A total of 781 Senior High School economics students, randomly selected, were involved in the study. Data obtained on students’ background information as well as other data were analyzed using both descriptive and inferential statistics. It was revealed that economics students generally perceived their economics teachers to be effective in the teaching of the subject. An independent samples t-test suggested that students’ rating was dependent on location of school and class size. The test however indicated that students’ rating was independent of students’ gender, students’ level, students’ intention towards further studies of the subject, as well as students’ perceived difficulty of economics. It was recommended that students’ ratings should not be employed as a sole criterion for assessing teacher effectiveness, but should be combined with other assessment measures.