This meta-analysis of 13 studies examines the relationship between teacher academic optimism and student academic achievement. The studies have been reached from Web of Science, ERIC, Proquest Digital Dissertations, Turkish Academic Network and Information TR Directory, Google Academic and Council of Higher Education Thesis Center databases. The correlation scores of the studies included in the meta-analysis were computed by the Fisher z method and Comprehensive Meta-Analysis V3 (CMA) Program was used. As a result, the relationship between teacher academic optimism and student academic achievement has a strong effect size with a value of 0.513 according to the random effects model. Additionally, the moderator analysis was performed for verbal and non-verbal courses. There was no statistically significant difference observed and no publication bias in the meta-analysis study. Education policy makers and school administrators can put on their agenda the strengthening of teacher academic optimism for student academic achievement.