The present paper focuses on the interplay between pupils’ emotional engagement, socio-affective profiles and motivational processes across different settings (CLIL/non-CLIL, primary/secondary education, English/Dutch) and addresses three main research questions. What are the positive and negative emotions of these learners and how do enjoyment and anxiety vary across the different settings? How is emotional engagement in the classroom linked to motivational processes and can the L2 motivational self system shed some light on this matter? How do anxiety and enjoyment relate to perceived attractiveness and easiness of the target language? Data were collected from 900 learners of English or Dutch (in CLIL and non-CLIL settings, both in primary and in secondary education), using an extensive self-report questionnaire measuring anxiety, enjoyment, motivational orientations, ideal L2 self, ought-to L2 self, perceived attractiveness and easiness of the target language as well as control and background variables. Statistical analyses provide insights in both children and adolescents’ socio-affective profiles in order to investigate the dynamics of the emotional engagement of the L2 learners.