Along with the growing degree of internationalisation, Finnish university education needs to address issues related to learning and teaching Finnish as a second language. From the perspective of teaching Finnish and related pedagogical development, it is essential to recognise when, where and for which purposes learners need Finnish at the various stages of the language acquisition process. This article focuses on the learning paths of three international students who studied Finnish on a one-term elementary course at the University of Jyväskylä Language Centre. The article is based on a socio-cultural and ecological view on language learning and teaching. The data consist of learning diary texts written by the students during the course. Through these texts, university students' language usage situations and views on the Finnish language and its acquisition are explored. The learners' narratives conveyed their ideas related to languages and language acquisition, which appeared to be central background factors for different language usage and study practices. The three learner paths represented different forms and degrees of integration. The learners' goals were closely related to the environments in which they led their daily lives. [This article has been translated from Finnish by Sirpa Vehviläinen. For the complete volume, "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]