Most people view language learning as a feminine domain and take it for granted that females have better performance in foreign language learning. Despite researchers’ efforts in uncovering the phenomenon of gender stereotypes in language learning, it remains unclear: (1) whether there were differences in language learning stereotypes and their correlates across genders; (2) whether gender stereotypes impinge on Chinese English as a foreign language (EFL) learners’ engagement through the mediating role of motivational beliefs and emotional factors. This study examined the gender differences in and the relationships among gender stereotypes, motivational beliefs (i.e., task values and competence beliefs), emotional factors (i.e., enjoyment and anxiety), and language learning engagement with 473 university EFL learners in China. Results of multivariate analyses of variance failed to see differences in gender stereotypes between females and males, both viewing foreign language learning as a feminine domain. Females exhibited significantly higher levels of motivational beliefs and enjoyment in learning English. Using structural equation modeling, we found that gender stereotypes indirectly predicted learners’ engagement via motivational beliefs and emotional factors. Future directions and pedagogical implications are discussed.