The present study aims to examine the mediating effects of achievement emotions between action control and learning strategies. Two hundreds and twenty-six undergraduates (125 males and 101 females) participated to complete a questionnaire consisting of three scales. To analyze the data, path analyses and structural equation modeling were used. Two structural equation models could be validly confirmed. The first model indicates action orientation (disengagement and initiation) can be desirable predictor on positive achievement emotions (enjoyment, hope and pride), and subsequently to all learning strategies (rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation). The second model indicates state orientation (preoccupation, hesitation and volatility) can be desirable predictor on both activating negative achievement emotions (anxiety and shame) and deactivating negative achievement emotions (hopelessness and boredom), and subsequently to learning strategies differently. Anxiety and shame positively predict rehearsal, elaboration and metacognitive self-regulation, whereas hopelessness and boredom negatively predict all learning strategies. The present study may be the first one establishing a structural model integrating action control, achievement emotions and learning strategies, and validating the instruments for investigating Chinese undergraduates. The additive value is to provide new perspectives for state-oriented students to reduce hopelessness and boredom for better learning.