The purpose was to examine the relationship between cognitive appraisals of control and value, learning-related achievement emotions, and academic achievement among Iranian EFL university students. Participants included 440 senior EFL students of different ages (22-35) from 15 universities in Iran. They completed the Motivated Strategies for Learning Questionnaire (Pintrich, et al., 1991), and the Achievement Emotions Questionnaire (Pekrun et al., 2005). Moreover, the participants' total Grade Point Averages were collected from the universities. The results revealed that control and value appraisals were positively correlated with all positive emotions, while all negative emotions except boredom were negatively correlated with control and value appraisals. Moreover, perceived value of learning could best predict participants' enjoyment, while the perceived control over learning could best predict their hopes. The results also revealed that positive achievement emotions were positively correlated with participants' academic achievement, while negative achievement emotions were negatively correlated with it. Finally, the findings showed enjoyment was the best predictor of participants' academic achievement. The results can support EFL educators, material developers and syllabus designers to get a better description of EFL students' control and value appraisals, achievement emotions and academic achievement, and their relationships with each other.