Purpose: Grounded in control-value theory, a model of students' achievement emotions in physical education (PE) was investigated. Methods: A path analysis tested hypotheses that students' (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom. Results: Teacher clarity predicted student control (ß = 0.31; R[superscript 2]= 0.09) and value (ß = 0.21; R[superscript 2]= 0.07) beliefs. Value and control beliefs positively predicted enjoyment (ß = 0.71; ß = 0.11; R[superscript 2] = 0.58) and negatively predicted boredom (ß = -0.61; ß = -0.13; R[superscript 2] = 0.47). Discussion: Findings provide meaningful information about the source of students' emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.