The goal of this study is to investigate whether achievement emotions explain the relationship between teacher communication behavior and the attitude of students toward science. This study employed a descriptive and correlational research approach. Using stratified random sampling, 274 grade 10 students were selected as respondents from six public secondary schools in New Corella District, Davao del Norte Division during the school year 2023-2024. Furthermore, this study employed three adapted survey questionnaires validated to collect data, which were treated using mean, standard deviation, Pearson-r, regression analysis and Sobel test. The findings revealed that teacher communication behavior is oftentimes observed, their attitude toward science is sometimes observed and their achievement emotions are moderately felt. The results also showed a significant relationship between teacher communication behavior and the attitude of students toward science. Achievement emotions also positively correlate with the attitude of students toward science. The results also revealed a significant relationship between teacher communication behavior and achievement emotions. Moreover, the findings indicate that achievement emotions partially mediate the relationship between teacher communication behavior and the attitude of students toward science. These findings prompt educators and administrators to enhance and expand programs and interventions with the goal of improving teacher communication behaviors, and achievement emotions to enhance student’s attitudes toward science. Moreover, it is imperative to replicate the study across other contexts and locales to substantiate the findings and enhance understanding of these variables on a larger scale.