This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.