The study aimed to examine the effects of perceived social support from teachers, expectation of academic achievement, school control, and gender on anger dimensions in high school students in Izmir, Turkey. In total, 446 high school students (234 girls, 212 boys) participated in the study. Pearson's correlation and multiple regression analyses were performed to analyze the data. The results indicated that expectation of academic achievement significantly predicted affective, cognitive, and behavioral anger dimensions; perceived social support from teachers predicted both cognitive and behavioral anger dimensions; school control significantly predicted the behavioral dimension of anger; and gender significantly predicted the cognitive dimension of anger. Because perceived social support is an important variable that predicts school-related anger, school psychologists should plan consultative studies to increase teachers' awareness of the importance of social support for students' well-being.