Academic boredom is a complex and underestimated problem in schools in many countries. The research on this phenomenon is mostly from Germany and Northern America. During the last two-three decades several studies have highlighted some aspects of academic boredom and its relationship to motivation and school-based learning behavior and outcomes. This paper addresses and tries to clarify academic boredom as an important concept from several angles and highlights new and promising improvements in the field. A special emphasis is laid on presetting the extend and identifying features, signs and antecedents. Furthermore the paper discusses academic boredom as a negative deactivating goal achievement emotion, and illuminate academic boredom as an antecedent and consequence.