This study investigates how personality traits influence academic engagement in Chinese language learning and examines the moderating effects of two types of anxiety: Chinese language classroom anxiety (Horwitz, Horwitz, & Cope, 1986) and Chinese language learning anxiety (Luo, 2015). Using structural equation modeling with a sample of 361 Romanian students in learning Chinese, the study finds that conscientiousness, agreeableness, and extraversion significantly predict academic engagement, with conscientiousness having the strongest effect. Chinese learning anxiety negatively affects engagement and significantly moderates the relationship between openness and engagement. Neither of Classroom anxiety affect on engagement and the moderation relationships between personality traits and engagement are significant. These findings contribute to theoretical models of affective variables in second language acquisition and offer practical insights for culturally responsive language teaching.