Built on Self-Determination Theory, this study explores the direct and indirect relationships among L2 grit, foreign language enjoyment (FLE), L2 self-efficacy, and engagement in an English as a Foreign Language (EFL) context. Data were gathered from 304 learners studying in preparatory programs across five Turkish universities through Academic Engagement, L2 Self-efficacy, FLE, and L2 Grit Scales. Confirmatory Factor Analysis and Structural Equation Modeling were conducted using SPSS AMOS program to test the hypothesized model, including direct and indirect effects. Initial analyses using item-level indicators revealed poor fit; thus, item parceling was applied to achieve a more parsimonious and stable solution. The final models demonstrated excellent fit (CFI = .985, TLI = .977, RMSEA = .063). Results indicated that both L2 grit and FLE significantly predicted engagement, with FLE exerting a stronger influence. FLE also significantly predicted L2 self-efficacy, which in turn partially mediated its relationship with engagement. However, neither the direct effect of grit on self-efficacy nor its indirect effect on engagement via self-efficacy was statistically significant. These findings highlight the differentiated roles of emotional and motivational constructs in fostering student engagement, underscoring the importance of cultivating enjoyment and confidence in the process of language learning. Pedagogical implications are discussed for designing autonomy-supportive and emotionally enriching EFL environments.