Self-regulated learning (SRL) is a crucial process that allows learners to engage in, monitor, and regulate their cognitive, metacognitive, motivational, and affective processes that directly influence optimal learning and learning outcomes. With a dominance of cognitive and metacognitive self-regulated research in AIED systems, there is a growing need to highlight the motivational and affective SRL processes that arise and interact throughout a learning task, and their effect on learning outcomes. Thus, this study examines the interplay of achievement goal orientation and learning related emotions (LRE), and their influence on acquired knowledge while interacting with an intelligent tutoring system (ITS). Undergraduate students (N = 92) were recruited and participated in a 90 minutes learning session with MetaTutor, a multi-agent ITS designed to teach learners about the human circulatory system. Students were administered a domain knowledge test to account for and assess domain learning, as well as the Achievement Emotions Questionnaire both before and after learning with MetaTutor. Achievement goal orientation was self-reported by completing the Achievement Goal Questionnaire – Revised following the learning session. Results showed that performance-oriented learners experienced negatively valanced learning-related emotions prior to interacting with MetaTutor. Variations in self-reported learning – related emotions before and after engaging in the learning session were identified throughout all participants, suggesting affective fluctuations while learning with MetaTutor. Future studies should integrate a multivariate, multimodal approach to examine the variation of learners’ affective states throughout a learning session, while examining the influence of achievement goal orientation in context specific learning tasks with ITSs.