To date, few qualitative studies and an even smaller number of quantitative studies investigating teacher boredom reside in the literature. The purpose of this exploratory study was to examine teacher boredom and its antecedents and correlates. Specifically, we chose to examine teacher boredom in relation to achievement goals, control and value appraisals, and coping in order to corroborate the control-value theory of achievement emotions. Hierarchical regression analyses were conducted to examine the relationships between variables. Self-approach achievement goals predict teacher boredom, moderated by control appraisals. The relationship between self-approach goals and teacher boredom is also partially mediated by value appraisals. Results and future directions are discussed.