Aims: Equitable distribution of educational facilities in institutions is the most extensive and controversial topics in humanities. In the educational environments, teacher is the core. The purpose of this study was to explore students' experiences of university teachers’ justice in the classrooms.

Methods: In this phenomenology study 10 participants were selected purposively among boys and girls Bachelor of Science graduate students of Azarbaijan Shahid Madani University in the autumn of 2013. The deep semi-structural interview was done to collect data. The interview consisted 3 set of questions regarding educational experiments, justice in the classroom, and positive and negative experiences to contact with teachers and time justice between 30 to 50 minutes. Data analysis was done based on seven-step Colaizzi's method.

Findings: 10 sub-themes (the class participatory governance students ranking with different talents university teacher-student relationships behavioral stability acceptance of teacher responsibility and responsibility to students prejudice of religion, gender the teachers’ class, motivation to learn) were extracted among detailed concepts. These themes were placed on major thematic categories thus 4 themes were extracted 1) structure of relationship between university teachers and student 2) the relationship between university teachers’ justice with personality 3) previous mindset of students, and 4) psychological effects.

Conclusion: Fair or unfair university teachers’ behavior affects student in the classroom which can affect their academic achievement and attitude to continue their education, negatively or positively.