The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language (FL) learners in the classroom. To this end, the current study used a mixed-method research design to investigate the sources of enjoyment (FLE) and boredom (FLB) among 248 Bhutanese foreign language learners, as well as the hierarchies of reported FLEM. The data was gathered using a survey questionnaire and open-ended questions. The descriptive and thematic analyses of quantitative and qualitative data, respectively, revealed numerous sources of FLE and FLB. These emotions particularly stemmed from factors related to teachers, course content, personal issues, tasks, homework, the classroom environment, and peers. The hierarchical analysis of the sources of FLEM suggests that teacher-related factors have a significant impact on FLE, whereas peer-related factors have the least influence among FL learners. Likewise, FL learners' boredom level is likely to be highly influenced by content and task-related factors, but only marginally by peer-related and learners' learning traits. The study concludes with recommendations and practical implications for curriculum developers, teachers, and students.