The purpose of the present study is to investigate the influence of Iranian EFL learners' previously acquired capitals on their foreign language achievement. For this purpose, the Social and Cultural Capital Questionnaire (SCCQ) and Emotional Capital Questionnaire (ECQ) were administered to 403 participants. Application of structural equation modeling showed that social, cultural, and emotional capitals significantly predict the achievement of the language learners within an Iranian context. Regarding the predictive power of capitals, all the three forms of capital had a medium effect in predicting L2 achievement; however, emotional capital was a stronger predictor of L2 achievement than social capital, followed by cultural capital. Likewise, the comparable predictive powers of subcomponents of social, cultural, and emotional capital were examined. Conclusions are drawn concerning the pedagogical implications of the results and areas for further research.