The purpose of our qualitative study was to explore the emotional aspects that accompany learning in an Example-Rich Environment, ERE, through the use of examples created by students in previous years. The study was conducted within the framework of the "Learning Processes" academic course at a teacher-education college, from 2010 to 2013 (N=70). The research tools were four questionnaires, a designated ERE, and observations. We adopted a unique pedagogical strategy. We determined in advance when the students could study the ERE. The students began each task by constructing an initial version; they were then asked to improve it through the study of the ERE. Content analysis revealed two main approaches: the "objecting" approach and the "agreeing" approach; these led to identification of six academic emotional types of users of the ERE. The extent to which examples were actually used or not used was examined via the dimension of each type's achievement goals. Our research highlighted the central importance of the motivational component in all that concerns academic emotions. The findings may aid in characterizing variation among learners in online environments and to explain their level of willingness to use ERE.