Research points to the important role achievement emotions play in academic performance and career choices, yet few studies have examined achievement emotions in non-Western contexts. The current study extends this research base by examining students' achievement emotions among 103 eleventh-grade high school chemistry students in China. Using exploratory factor analysis and path analysis, we examined the dimensions of achievement emotions and tested a model in which achievement emotions mediated the relationship between chemistry self-efficacy and classroom engagement. Exploratory factor analysis indicated two distinct factors: "positive emotions" and "shame." Path analysis showed that "positive emotions" partially mediated the effect of chemistry self-efficacy on classroom engagement. Chemistry self-efficacy was also negatively associated with "shame." Findings are discussed in light of the role of Chinese culture in influencing the dimensions and functions of achievement emotions with implications for developing engaging classroom learning environments.