This research is a secondary analysis with Korean students' data collected in the TIMSS 2015 to describe the moderation effects of instructional practices on the relationships between students' emotional dispositions toward mathematics and mathematics achievement. From the TIMSS 2015 database, we collected mathematics achievement scores, a student-level contextual scale for students' emotional disposition, and teacher-level contextual scales representing teachers' instructional practices. We applied hierarchical linear modelling to construct multilevel models. The findings showed that the achievement gap between emotional dispositions -- like and dislike -- became smaller when teachers more frequently implemented certain instructional practices like asking students to complete challenging exercises, decide their own problem-solving procedures, and express their ideas in class. Students who disliked mathematics were likely to have higher scores as their teachers implemented each of those practices more frequently. Findings provide important implications to teachers regarding: It is important to encourage students to reason through instructional practices like asking them to decide their own problem-solving procedures and to solve challenging problems.