Using a case study design, we compared two prior-service cadets learning Portuguese at a United States (U.S.) military academy on how they dealt with aspects of foreign language learning (FLL). In particular, we explored how three specific components contributed to the formation of the cadets' second language (L2) motivational selves. These were (a) the learner (with unique military experiences); (b) the learning environment (the military academy); (c) and the learning task (communicative competency). Findings indicated that cadets constructed ideal L2 selves in accordance with their prospective (and imagined) uses of Portuguese, albeit for different purposes (military versus non-military). The divergence in potential foreign language application was manifested primarily within the context of the learning environment. This study informs L2 instructors of the complex, multiple facets that can contribute to foreign language motivational development. We note that instructors may find it useful to help guide students' L2 ideal selves in order to maximize motivation and enhance overall FLL efforts.