This study concentrates on two assumptions of a social-cognitive model outlining the development of academic emotions (emotions directly linked to learning, classroom instruction, and achievement), namely on their antecedents and domain-specific organization. Our sample consisted of 200 students from Grades 7 to 10. Proposed relationships concerning the antecedents of academic emotions were tested in the context of Latin language instruction. Correlational analyses substantiated our assumptions concerning the relationships between academic emotions, students' cognitions, and aspects of the social environment. The mediating mechanisms proposed in the model were also confirmed using linear structural equation modelling. Subjective control- and value-related cognitions were found to mediate the relationship between aspects of the social environment and students' emotional experience. Our results further suggest that academic emotions are largely organized along domain-specific lines, with the degree of domain specificity varying according to the emotion in question. Implications for research and practice are discussed.