The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students' emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists' work.