Abstract This commentary investigates the extent to which the control-value theory of emotions (Pekrun, 2006) is applicable in online learning environments. Four empirical studies in this special issue of The Internet and Higher Education explicitly used the control-value theory as their theoretical framework and several others have components of the theory implicitly described. Thus, for each article we examined what emotions were expressed, the antecedents of the emotions, and their academic outcomes in relation to the control-value theory of emotions. In general, the results from these studies parallel those in traditional classrooms, suggesting there are few differences in emotions experienced in online learning environments relative to face-to-face classrooms. A primary reason for the observed similarities in emotions may be that control and value appraisals play consistent roles as antecedents of specific emotions even though students’ learning environment is dramatically different. We conclude with suggestions for future research.