For many L2 learners, speaking in class is not a low-cost form of participation. It requires effort and puts their still-developing L2 ability on display. Previous studies of L2 WTC have focused largely on classroom emotions, engagement, support, and task conditions. Far less is known about whether learners’ broader sense of meaning is related to classroom WTC. Drawing mainly on research on meaning in life, enjoyment, and engagement, and treating self-concordance theory only as an exploratory lens, this study examined whether meaning in life was related to L2 classroom WTC among Thai undergraduates, both directly and indirectly through enjoyment and engagement. This cross-sectional study included 301 Thai-speaking undergraduate L2 learners at a public university in Thailand. Hayes’ PROCESS Model 6 with 5,000 bootstrap samples showed that meaning in life was positively associated with WTC. Enjoyment and engagement each accounted for part of this association, and the indirect association through both variables in the theory-specified order was significant. Accordingly, the specified ordering should be read as theory-driven rather than temporal. Overall, meaning in life was associated with classroom WTC, with significant indirect associations through enjoyment and engagement. Longitudinal or intervention studies are still needed before causal, temporal, or pedagogical conclusions can be drawn.