<p>Learning and achievement emotions are considered significant factors influencing the learning process and performance in the school context. According to the control-value theory (CVT), emotions arise situationally and through the interplay between contextual circumstances and their individual interpretation. Empirical findings suggest that a&#xa0;constructive error culture in the classroom (a&#xa0;contextual factor) is positively associated with students’ learning and achievement emotions. In addition, it can be assumed that students’ resilience as an ability to adapt to adverse conditions moderates this relationship. However, this has not yet been empirically investigated. This study addresses this research gap. Using multi-level models, the individually and collectively perceived error culture, students’ resilience, and the interaction between these variables were analyzed as independent variables to examine their relationship with students’ learning and achievement emotions, specifically enjoyment, fear, and boredom. The results, based on data from <i>N</i> = 1749 secondary school students (average age: <i>M</i> = 13,11, <i>SD</i> = 3,65; 47,50% female), show that both the individual and the collective positive perception of classroom-related error culture as well as students’ resilience are positively related to their enjoyment and negatively related to their anxiety and boredom. Furthermore, the level of resilience moderates the relationship between the individually perceived error culture and students’ negative achievement emotions. Thus, resilient students benefit more from a&#xa0;positive error culture. This study connects research on achievement emotions with research on resilience in the classroom context and emphasizes the importance of resilience and a&#xa0;positive error culture in the classroom for students’ achievement emotions.</p>