Boredom in class is extremely important in determining the intensity and nature of a student's motivation and consequently affects the student's achievement. The importance of this emotion is also significant because students spend a large portion of their time in school in a state of boredom, with some research suggesting that it can account for up to half of the school time. The consequences of pronounced boredom are evident in other domains of a student's school life, such as unproductive behavior and peer violence. Unproductive behaviors can include refusal to cooperate with teachers, disrupting lessons, distracting others, and causing disruptions in the classroom. There are various predictors of experienced boredom in class, one of the most important being the value that students place on academic education. The aim of this research was to examine the difference between male and female students in their experience of boredom and to examine the relationship between academic motivation and boredom in class. The research was conducted through a survey questionnaire that included introductory questions about sociodemographic characteristics, followed by the Boredom in Class Scale and the Academic Motivation Scale, on a convenience sample of 116 male and female students in the 3rd and 4th grades of high school. It was found that there is a difference between male and female students in their experience of boredom, with female students experiencing greater boredom in class than male students. Additionally, it was shown that boredom and academic motivation are negatively correlated, meaning that the higher the perceived boredom, the lower the average motivation. The results highlight the presence of gender differences in the relatively under-researched construct of boredom, particularly within the context of the teaching process. Furthermore, the negative correlation between motivation and boredom in class underscores the importance of other emotions in the educational process, such as happiness, sadness, fear, anxiety, and satisfaction, as well as the importance of identifying all variables that could affect students' coping and adjustment during lessons. The practical value of these findings lies in the potential for a better understanding of how different emotions affect students' motivation, enabling teachers to adjust their teaching methods and create a more stimulating and supportive learning environment.