The author feels that this study reaffirms the importance of attitude as one of the factors explaining the degree of proficiency a student achieves in learning a second language. Four groups of students representing 80 countries were administered (1) a direct questionnaire on which they were asked to rate the importance of 14 possible reasons for their having come to the United States and (2) an indirect questionnaire consisting of four lists of 30 adjectives such as "busy" and "sincere." Each student was asked to say how well he thought each adjective described him, how well it described the way he'd like to be, how well it described people whose native language was the same as his, and how well it described native speakers of English. For each student, the score on an English proficiency test was known. Using the criterion of the direct questionnaire, no more than 20% of the students could be considered integratively motivated; and there was no significant correlation between this motivation and proficiency. The indirect questionnaire showed a third of the students to be classifiable as considering speakers of English to be a more desirable reference group. The correlation of various parts of the indirect questionnaire with English proficiency was also examined to explore in detail what the nature of integrative motivation might be. (DO)