The present research aimed to identify the effect of academic emotions in the relationship between perceived teacher support and academic engagement among first grade students of general secondary stage. The sample consisted of (433) male and female first grade students at general secondary stage, the researcher structured the three research scales (academic emotions- perceived teacher support- academic engagement) and applied them after assuring their validity and reliability. By using multiple regression and the path analysis program, results were: there is a statistically significant direct effect at level (0.01) of perceived teacher support on academic emotions, there is a statistically significant direct effect at level (0.01) of perceived teacher support on academic emotions engagement, and there is a statistically significant direct effect at level (0.01) of academic emotions on academic engagement, and there is a statistically significant indirect effect at level (0.01) of perceived teacher support on academic engagement in a case of academic emotions a median variable, There is a full role of positive academic emotions and a partial role of negative academic emotions and as a median variable in the relationship between perceived teacher support on academic engagement among first grade students of general secondary stage.