Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.