The purpose of this study is to investigate the effect of augmented reality and mobile application supported instruction on students' academic achievement, attitude towards astronomy, anxiety and motivation towards learning science in the "Solar System and Beyond/Earth and Universe" units in seventh grade Science lesson. In the study, pre-test-post-test control group quasi-experimental design was used. The study group consisted of 56 students (29 students in the experimental and 27 students in the control group) selected with the convinience sampling method, who were studying in 7th grades of a secondary school in Hatay province, Turkey. Data was collected through the "Solar System and Beyond Success Test" (SSBST) developed by the researcher; "Science Learning Anxiety Scale" (SLAS) developed by Yildirim (2015) "Astronomy Attitude Scale" (AAS) developed by Zeilik, Schau and Mattern (1999) and adapted into Turkish by Bilici, Armagan, Çakir and Yürük (2012) and "Students' Motivation Scale for Science Learning" (SMSS) developed by Tuan, Chin and Shieh (2005) and adapted to Turkish by Yilmaz and Çavas (2007) was used. The data were analyzed using descriptive statistics as the mean, standard deviation, frequency percentage values, and the inferential statistics as dependent and independent t-tests. As a result, it was found that mobile application and augmented reality supported instruction had a positive impact on academic success, did not have any effect on anxiety and motivation towards the lesson, and negatively affected attitude towards the content according to the methods suggested by the current program.