In the growing body of research on individual differences in second language (L2) acquisition, this study aims to explore the relationships among the emotions of foreign language enjoyment, anxiety, and willingness to communicate (WTC) among Korean secondary learners. A total of 111 participants completed a questionnaire with closed- and open-ended items that examined their English classroom experience and provided narrative data. Correlation analysis showed that enjoyment and WTC were positively and significantly related, whereas anxiety and WTC were negatively and significantly related. Multiple regression analysis revealed that anxiety was a stronger negative predictor of L2 WTC, whereas enjoyment was a weaker positive predictor. Qualitative content analysis showed that most students enjoyed playing English games and were anxious about encountering unknown words. In addition, many students demonstrated a higher level of L2 WTC when they sought recognition from their teachers. Overall, the findings highlight both quantitative and qualitative differences in enjoyment and anxiety related to L2 WTC. Implications for future studies and pedagogical practice are discussed based on these findings.