Current research aimed to identify the prevalence of academic emotions and Big Five personality traits and the significance of the differences in these variables according to the variables of grade) first- fourth( and academic achievement (low - high) and the interactions between them. The research also aimed to reveal the possibility of predicting academic emotions from Big Five personality traits, as well as revealing the profiles that distinguish students in the research variables. The research sample consisted of (558) male and female students from the first and fourth grades in Faculty of Education, Zagazig University. The two scales of academic emotions and Big Five personality traits were applied to them (prepared by the researcher). The percentages of students’ ratings in the total academic courses were also used to measure academic achievement. Using percentages, analysis of variance (2x2), multiple regression analysis, and cluster analysis, results indicated that the emotion of pride and the agreeableness factor are the most common among students, and that there are no statistically significant differences in academic emotions and Big Five personality traits according to the difference in grade (first - fourth), level of achievement (low - high) and the common interactions between them, except for the emotions of anger and boredom, were differences in favor of the fourth grade, and the emotions of enjoyment and hope were in favor of high achievers. As for the differences in the emotions of anger, anxiety, shame, hoplessness, and boredom, in favor of low achievers, and the factor of openness to experiences were differences in favor of the first grade. As for neuroticism factor, differences were in favor of low achievers. Results showed the possibility of predicting academic emotions from Big Five personality traits. Results also showed the existence of two groups through which it is possible to distinguish between students of Faculty of Education, Zagazig University in academic emotions, Big Five personality traits, and academic achievement. The first was named “those with positive emotions and positive personal factors and high academic achievement”, while the second was named “those with negative emotions, neuroticism and low academic achievement”.