This study examines how EFL students engage with pre-service teacher written corrective feedback behaviorally, emotionally, and cognitively. This research also explores how students experience different types of written corrective feedback, ranging from direct feedback, indirect feedback, and metalinguistic feedback. The present study implements qualitative case study design with 6 EFL high school Indonesian students with different levels of English proficiency ranging from high-proficiency (HP), intermediate-proficiency (IP), and low-proficiency (LP). The data of this research are collected from observation, students’ initial and revised drafts, and interviews. The investigation sought to reveal the dynamics of students’ engagement while responding to teacher written corrective feedback through their revision behaviors, emotional responses, and cognitive strategies. The results revealed diverse engagement pattern dynamics across the participants. This research promoted a crucial transition of engagement started from affective engagement, bridging by cognitive engagement and resulted in behavioral engagement. These findings deepened our understanding and promoted the complexity of engagement since there were consistencies and inconsistencies across the dimensions of engagement.