Mindfulness has been hypothesized to directly facilitate well-being, and to indirectly do so by enhancing self-regulated functioning. No prior research has examined these relationships in the domain of academic achievement. The current study tested relationships among mindfulness, achievement-related self-regulation (e.g., delay-of-gratification, help-seeking, and self-control) and achievement emotions among a sample of 290 undergraduate students. Results revealed that indices of mindfulness, achievement-related self-regulation, and achievement emotions were significantly inter-correlated. And, results supported the hypothesis that the prediction of achievement emotions by mindfulness was mediated by greater self-regulation over achievement. Results are considered in light of recent evidence for associations among mindfulness, self-regulation, and well-being in other domains of functioning; with respect to theoretical and practical implications; and with respect to the possible fruitfulness of research bridging self-regulation as a character strength and achievement-related functioning.