This study investigates the relationship between achievement emotions and academic performance in mathematics among high school students, guided by the Control-Value Theory of Achievement Emotions. A sample of 360 randomly selected students from grades 7 to 12 completed surveys assessing seven achievement emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Mathematics grades were analyzed alongside self-reported emotional data. Results indicated very high levels of enjoyment (M = 4.83) and pride (M = 4.83), moderate levels of anger (M = 3.83) and anxiety (M = 3.75), and low levels of shame (M = 2.95), hopelessness (M = 2.50), and boredom (M = 2.80), yielding an overall moderate achievement emotion score (M = 3.64). Academic performance averaged 86.12 (moderate). Pearson’s correlation analysis revealed enjoyment (r = 0.9024, p < 0.00001) and pride (r = 0.30, p = 0.019) as significant positive predictors of performance, while hopelessness (r = -0.40, p = 0.001), anxiety (r = -0.35, p = 0.005), and boredom (r = -0.30, p = 0.01) showed significant negative correlations. The composite achievement emotion score correlated moderately positively with performance (r = 0.50, p < 0.00001), rejecting the null hypothesis. Aligning with Control-Value Theory, these findings emphasize the dual role of appraisals in shaping emotions and outcomes. The study advocates for emotion-focused pedagogical interventions to enhance academic success, such as fostering enjoyment and reducing anxiety, thereby bridging emotional and cognitive dimensions in mathematics education.