The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e., the intraindividual system). Academic emotions are considered an important component of learning that, along with intellectual behavioral-cognitive goals, should be explicit targets of learning. An emotional learning cycle is presented, according to which broader affective inclinations--the expectation to experience certain affect or emotion--shape the relations between emotions and self-regulated emotions that occur during a learning episode. Strategies for self-regulated emotions are outlined in light of the need for more research in this field, along with proposed future directions for research and educational implications.