Achievement emotions have been identified as important psychologic constructs that are closely linked with self-regulated learning and academic achievement (Pekrun, Goetz, Titz, & Perry, 2002; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011). Very recently, a team of researchers (Pekrun, Lichtenfeld, Marsh, Murayama, & Goetz, 2017) have identified the reciprocal relationships between achievement emotions and academic performance through longitudinal design. Despite these desirable outcomes associated with positive achievement emotions, experimental studies aiming to enhance students’ positive emotions are rare. This study extends achievement emotions research by using an experimental design. An intervention approach termed Team-based Learning (TBL, Michaelsen & Sweet, 2011) was implemented in a general breath course in a Hong Kong university. Experimental and control classes were used. Two negative emotions (anxiety and boredom) were included in order to better understand the effect of TBL as an intervention approach to promote positive and reduce negative emotions in learning. The Chinese version of learning-related Achievement Emotions Questionnaire (L-AEQ, Yang, 2017) was used to test students’ positive and negative emotions (enjoyment, hope, anxiety, boredom). The results showed in the TBL class, students’ enjoyment and hope significantly enhanced, meanwhile students’ boredom and anxiety declined. Comparatively, there were no significant changes in terms of positive and negative emotions in the control class. Implications of TBL as one of productive educational interventions to promote students’ enjoyment and hope in learning are discussed in relation to the control-value theory of achievement emotions. Copyright © 2018 ERAS-APERA International Conference.