The present study sought to investigate the implications of emotion regulation strategies for academic achievement in adolescence. First, the relationship between various facets of emotion regulation strategies and self-efficacy beliefs was investigated. Second, emotion regulation strategies were scrutinized in relation to academic achievement. Using a sample of middle school adolescents (N = 478; 181 female), from a collectivist society, the results of correlation analysis revealed positive and negative relationships between different facets of emotion regulation strategies and self-efficacy beliefs. For instance, reappraisal (a positive emotion regulation strategy) was positively correlated with academic self-efficacy, a critical facet for learning and academic achievement (r = 0.32, p < 0.01). Similarly, there were positive and negative correlations between emotion regulation strategies and academic achievement. Implications for both adolescents and schools are discussed.