This article means to unveil elaboration of mathematical intelligence and reaction or attitude toward calculus and teaching competence has an inherent impact toward calculus learning outcome. This researchtook place of 176 students as respondents with simple random samples of Faculty of Mathematics and Natural Science of Medan State University. The research analysis carried out bycorrelative coefficient and simple and multiple regression. The findings disclosed a positive correlation into (1) mathematical intelligence (X1) turns correlative coefficient and partial correlation if controlled reaction or attitude toward calculus (X2) and partial correlative coefficient controlled teaching competency (X3) and partial correlative coefficient with controlled reaction or attitude toward calculus (X2) and teaching competency (X3) all of them are significant and then determinant coefficient is Ry1.23 = 0.24or 24% pure contribution mathematical intelligence (X1) toward calculus learning outcome (Y) (2) reaction or attitude toward calculus (X2) spawns correlative coefficient and partial correlation if controlled mathematical intelligence (X1) and partial correlative coefficient teaching competence (X3) are all significant and multiple regression ry2.13=0,51. Ry2.13 = 0.26 or 26% pure contribution on attitude toward calculus (X2) on calculus learning outcome (Y) (3) teaching competence (X3) sparks correlative coefficient and partial correlation if controlled mathematical intelligence (X1) and reaction or attitude toward calculus (X2) are all significant and its determinant coefficient Ry3 = 0.54 or 54% its teaching competence (X3) contribution toward calculus learning outcome (Y). Coefficient multiple correlation is ry.123 =0.86, Ry.123 = 0.74or 74% aggregate contribution of mathematical intelligence (X1), attitude toward calculus (X2), teaching competence (X3) toward calculus learning outcome (Y). Therefore, institutional or educational practitioner by this research result strongly to advocate that teaching competence (X3) as a culmination issue must have focused priority among these three variables observed within Natural Science and Mathematics Faculty of Medan State University, Indonesia in particular.
