Objective: The main purpose of this study was to examine the assumptions of the control-value theory of achievement emotions in the explanation of the relationship between positive achievement emotions and academic success. Method: The study was conducted among 513 high school students (341 female) from two high schools in Zagreb, Croatia. Participants' academic control, positive class- and learning-related achievement emotions (enjoyment, hope, pride), elaboration and rehearsal as learning strategies, and academic success were assessed in the research. Results: Results showed that academic control directly and indirectly predicted academic success. Indirect paths via class-related enjoyment and elaboration, class-related pride and elaboration, and elaboration alone were significant, while in the context of learning-related emotions only the indirect path via learning-related pride was significant. These results suggest that learning strategies represent weak mediators in the relationship between class-related emotions and academic success. However, they are not mediators in the relationship between learning-related emotions and academic success, which is not in line with the theoretical assumptions. Conclusion: The study showed some beneficial effects of positive achievement emotions for academic outcomes and therefore pointed to their importance in the academic setting.