To determine the mediating role of the quality of teacher-student communication in the relation between academic self-efficacy and interest in school, a multistage cluster sample of 368 female junior high school students in Sanandaj was selected and given three questionnaires measuring the above-mentioned constructs. The analysis of the collected data yielded the following results: The academic self-efficacy is directly related to interest in school, yet it is mediated by the quality of the communication between student and teacher. Thus, teaching communication skills to teachers and improving the quality of their relationship with their students can help students be more interested in school and have a stronger belief in their ability to learn.