This empirical study investigates the relation between adult learners' motivations (specifically, training motives, psychological needs, general and academic self-efficacy, and goal orientations) and their emotional engagement in training activities, conceptualised as learning-related emotions specific to elements of the learning context (such as training content, assessments and results, trainer, and other participants). A survey was distributed to 465 adult learners enrolled in continuing education programs in French-speaking Switzerland. We present and discuss the main results, which show that motivations predict specific patterns of learning-related emotions. Open questions on future steps are also discussed.