This paper first investigates the statistical analysis algorithms of the relationship between teachers’ English proficiency and students’ English achievement, including multiple linear, quantile, and panel regression models. In the empirical analysis section, the relative relationships between various English proficiencies of teachers and their teaching abilities were explored by examining the relationships between English proficiencies of college teachers and their teaching abilities. Then, the association between college teachers’ English proficiency and students’ English achievement was explored through correlation and regression analyses, and covariance diagnostics were conducted to ensure the reliability of the results. The results showed that teachers’ English proficiency explained 27.5% of the variance in English achievement, where the coefficient β was 0.522. Demonstrating that teachers' English proficiency had a significant positive impact on English achievement.