Objective: The purpose of the present study is to identify factors influencing students' participation in the process of teaching -learning from the perspective of faculty members of Social Welfare and Rehabilitation Sciences University, Tehran.

Materials & Methods: This study was a descriptive study survey which was carried out on 116 faculty members using a researcher-made questionnaire. The data were analyzed by one way ANOVA with Bonferroni test for repeated measures on SPSS 16.

Results: The findings indicated that the mean scores of teachers in each of the areas of student participation (mean 23.2 SD=2.8), the quality of interpersonal communication students (mean 25.1 SD=4.1), thinking styles of teachers (mean 24.2 SD=3.4), the quality of working life of teachers (mean 23.3 SD=4.1) and faculty attitudes towards vocational factors of students' participation in the teaching - learning process (mean 26.1 SD=3.1) are significantly different (P>0.05).

Conclusion: According to the results of study, it can be stated that areas of faculty attitudes towards professionalism and quality of interpersonal communication of students have the greatest impact on students' participation in the teaching–learning process.