This paper reports a study that investigated the dimensions underneath the construct of foreign language classroom enjoyment and explored the pattern in which these enjoyment dimensions affect foreign language achievement. To this end, 320 first language Chinese senior high school students, who were learning English as a foreign language (EFL), were invited to complete an adapted version of the Foreign Language Enjoyment Scale. These students' mid-term English examination scores were collected as a measure of foreign language achievement. Factorial analysis revealed a 3-factor solution for the adapted scale, including "Enjoyment of Teacher Support," "Enjoyment of Student Support," and "Enjoyment of Foreign Language Learning." Path analysis showed that "Enjoyment of Foreign Language Learning" had a direct effect on mid-term scores. "Enjoyment of Teacher Support" and "Enjoyment of Student Support" indirectly affected language achievement via "Enjoyment of Foreign Language Learning." There was no significant difference in the indirect effect of enjoyment of teacher and student support on English achievement. The findings are discussed and pedagogical implications are suggested.