Multiple previous studies in language learning have examined the static effect of various independent variables on Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA), but little attention has been given to the dynamic features of these two learner emotions. The present study is based on a pseudo-longitudinal design to investigate the change of FLE and FLCA over time and their interplay with independent variables (learner-internal and teacher-centered variables) in a higher education context. A total of 288 English learners divided into three groups (undergraduates, master's students, and doctoral students) completed the FLE, FLCA, and NEO Five-Factor Inventory questionnaires. Statistical analyses showed that doctoral students and undergraduates reported higher levels of FLE, while master's students reported the highest levels of FLCA. Multiple regression analyses signified that FLE was jointly predicted by learner variables and teacher variables, whereas FLCA was solely predicted by learner variables, with attitude towards English identified as the best predictor for FLE, and Neuroticism as the strong predictor for FLCA in three groups. These results imply that levels of learner emotions and their interaction with predictor variables are dynamic in relation to learners' educational qualifications. It is thus recommended that teachers and educational institutions implement pertinent interventions to boost FLE and alleviate FLCA at different stages of higher education.