In this study, it was tried to investigate the effect of the augmented reality cards on teaching. For this purpose, the effect of the reality cards designed for astronomy subjects on students' attitudes towards astronomy, the effect on academic achievement and the opinions of students about reality cards were evaluated. Mixed method was used as research method in the study which quantitative and qualitative data were collected together. The study group consisted of 53 students studying in the seventh grade of a state school located in Erdemli district of Mersin province. Within this scope, a branch in the school was defined as experimental group including 26 students, and another branch as control group including 27 students. During the "Solar System and Beyond" unit, the subject was taught with augmented reality cards in the experimental group, while the control group was not intervened. The implementation continued throughout the unit. Attitudes towards astronomy scale and achievement test were applied as pre-test and post-test before and after implementation. In addition, open-ended interviews were held with two lower, middle and upper level students in the experimental group in terms of academic achievement. As a result of the analyzes, it was seen that both groups showed a positive change in their attitudes towards astronomy and an increase in the academic achievement on astronomy when the groups were examined within themselves. When the groups were compared, statistically significant difference was found in favor of the experimental group in both attitude and academic achievement. As a result of the interviews conducted with the students, the results revealed that they liked the augmented reality cards very much, could not really distinguish the images from the real objects, as if the planets were indeed in their classes and they learned much more easily.