This action research study explored students' perceptions of academic emotions during a product and process choice assignment. Twenty-nine students volunteered to participate in two sections of a music appreciation class taught by the same instructor at a private liberal arts college in the northeast--a mixed methods design collected survey and interview data during one product and one process choice assignment. The quantitative portion incorporated the Perceived Choice and Awareness Self Scale (PCASS) as a pre-and post-survey to attain essential information on perceptions of choice and the Academic Emotions Questionnaire (AEQ) on daily life. This pre-and post-survey measured students' perceptions of the course before and during class. The study's results on the PCASS post-survey indicated that students significantly increased their positive perceptions of the role that choice plays in their lives after participating in the product and process choice assignments. The results of the AEQ Post-survey showed a significant increase in positive academic emotions of joy, pride, and hope and a considerable decrease in shame and boredom after the choice assignments. The qualitative interview results showed that students experienced positive academic emotions of enjoyment, pride, and hope for the product and process choice assignments. The quantitative and qualitative results triangulation indicates that incorporating choice into classroom activities and tasks promotes positive academic emotions of hope, pride, and enjoyment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]