Humor brings numerous psychological, sociological, educational, cognitive and physical benefits (Steele, 1998). Previous research showed that appropriate humor in the classroom is associated with more interesting and relaxed learning environment, higher teacher evaluation, greater perceived motivation to learn and enjoyment of the course, while inappropriate type of humor is associated with more anxious learning environment, lower teacher evaluation, increased distraction and less enjoyment of class (Banas et al., 2011). The aim of this study was to examine the contribution of university students’ own humor style and teachers’ humor style in explaining teacher evaluation and motivational factors: test anxiety, task value and academic self-efficacy. The study was conducted through an online survey on a sample of 290 students in the Republic of Croatia. Participants completed Instructor Humor Scale, Test Anxiety, Task Value and Self-Efficacy for Learning and Performance scales, Teacher Evaluation Questionnaire and Humor Styles Questionnaire. The results indicate that appropriate teacher humor is a positive and inappropriate teacher humor is a negative predictor of teacher evaluation. Teacher humor explained 30.8% of the teacher evaluation variance over control variables and students’ own humor styles. The following results were obtained for motivational factors: students’ affiliative and self-defeating humor styles are positive predictors of test anxiety. Students’ aggressive humor style and inappropriate teacher humor style are positive, while students’ self-enhancing humor style and appropriate teacher humor are negative predictors of task value. Students’ affiliative and self-enhancing humor styles and appropriate teacher humor style are positive predictors of academic self-efficacy, while students’ aggressive humor style is a negative predictor of academic self-efficacy. The obtained results indicate the contribution of humor in the educational context as well as the desirability of using humor in teaching.