Small group work is common practice in higher education. However, empirical research on students' emotions related to group work is still relatively scarce. Particularly, little is known about students' appraisals of a group task as antecedents of emotions arising in the context of group work. This paper provides a first attempt to systematically disentangle the relationship between individual differences in group work appraisals and emotions that arise in the context of a real-life group assignment. Beginning and end questionnaires (with an interval of 6 weeks) from 446 teacher education students who completed a mandatory, assessed group assignment within a university course were used to examine students' multi-dimensional group work appraisals and emotional experiences. Findings showed that individual differences in emotions emerge as a function of appraisal processes and provided support for systematically treating students' group work experiences as multi-dimensional, as appraisal dimensions have distinct implications for students' emotional experiences.