Unsatisfactory scores of Turkish middle school students at recent national and international mathematical tests such as PISA 2015 and TEOG 2017 urge to examining factors related to mathematical achievement. In this study, it is aimed to investigate the relations among achievement emotion, self-regulated learning strategies and academic achievement. A relational study design was employed. A total of 497 seventh grade students from six middle schools in Aegean Region of Turkey. Data collection tools were Achievement Emotion Questionnaire, Motivated Learning of Strategies Questionnaire and students' mathematics grade of Fall semester. Confirmatory factor analyses and Cronbach alphas were used to determine the validations and reliabilities of data collection tools. Pearson correlation were utilized to determine the relations among variables. Analysis revealed that students' achievement emotions including boredom, anxiety, anger, hopelessness, enjoyment and pride were between middle and low. Results of correlation tests showed that negative emotion were negatively related to self-regulated learning strategies and positive emotions were positively. Addition to this, all emotions were statistically significantly related to academic achievement. It was discussed that educational implications promoting students' enjoyment and pride like creative drama could be a way to increase students' academic achievement.