This study aimed to determine the effectiveness of social skills training for student teachers at Farhangian University on the academic achievement of their students. The research employed a quasi-experimental design, involving 32 student teachers majoring in basic sciences at Farhangian University, randomly assigned to experimental and control groups. The student teachers were selected based on their lower levels of social skills compared to their peers. The statistical population included both the student teachers and their students, with 628 students across 32 classes being tested as part of the sample from the two groups of novice teachers. The measurement tools included two standardized social skills tests by Riggio and Canary. The construct validity of the test was assessed through the correlation of six subtests with the total test, yielding an average validity score of 54.50. The reliability of the test was calculated using Cronbach's alpha, which resulted in a score of 0.81. To evaluate academic achievement, a teacher-designed chemistry test with 40 items was utilized. The test items were designed using a test specification table, and its content validity was confirmed by experienced teachers. Additionally, the test's reliability was calculated using the Kuder-Richardson method for split-half reliability, yielding a reliability score of 0.89. The findings supported the research hypothesis, confirming with 99% confidence that social skills training positively impacts the academic performance of the students taught by the student teachers. The authors provided recommendations to the Ministry of Education and Farhangian University, emphasizing the importance of integrating social skills training into teacher education programs.