We tested a theoretical model that hypothesized relationships between several variables from input, process and product in an educational setting, from the university student's perspective, using structural equation modeling. In order to carry out the analysis, we measured in sequential order the input (referring to students' personal characteristics), the teaching/learning process developed and finally the product or achievement reached by students (declarative and procedural). Two questionnaires, made up of various subscales, were used to measure input and process variables, at the beginning and at the end of the instructional process, respectively, developed in the first semester with Psychostatistics students. Results suggest that important associations exist between the three components. The structural models obtained showed a better fit for procedural achievement. The implications of these findings for teachers and the way they operate in the classroom are discussed.