Case studies of six foreign adolescents participating in a 3-week immersion English-as-a-Second-Language (ESL) program at the American Village language camp in Big Sky, Montana, are examined, including the students' motivations in learning and using English. Research focused on exploring student motivations toward learning and using English at the beginning of the camp session, changes in motivations that may or may not occur during the session, and the motivations that the students have at the end of the session, contrasted with their proficiency in English at these stages. Another aspect of the research focused on students identifying when they would feel successful in using English, as well as when they would feel most motivated to learn and use the language. Dialogue journals, observation, and interviews were used to monitor and record students' experiences. A model is provided for encouraging adolescents to invest in the second language learning process, through combining student interests with the opportunity to explore those interests in a foreign language learning context. Appended are sample questionnaires, midterm questions, and ESL student responses. Contains 20 references. (Author/LB)