Abstract. In academic context, students at the emotional level psychologically have the motivation to accomplish academic/ non-academic achievements needed as students. Furthermore, student task engagement plays an important role in academic achievements. However, research on the types of emotions that can modulate student engagement between student groups has not been widely studied. Purpose of this study was to identify the types of achievement emotion and student task engagement between student groups taking Global Class and Regular Class at BINUS University. Method used in this research was quantitative descriptive using self-report questionnaire. Subjects who participated in this research were students taking Global Class and Regular Class at BINUS University. The instrument used to measure achievement emotion was an achievement emotion questionnaire, and instrument used to measure student task engagement was student task engagement questionnaire. The results showed that there were significant differences in student task engagement between students groups taking Regular and Global Class program at the University, Campus, and Classroom Learning levels. In addition, another result showed significant differences in enjoyment and hopeless emotions in class between the students taking Regular and Global Class. However, there were no significant differences in all negative and positive emotions on the test condition between the students taking Regular and Global Class.