This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; M[subscript age] = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's [delta]s = -0.86, -0.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased ([delta]s = 0.52, 0.79, 0.26), shame decreased ([delta] = -0.12), and anxiety remained stable ([delta] = 0.00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.