Motivation has been called the most important variable in foreign language learning. Of the possible motivators, that of desire for integration with the culture of speakers of the language correlates most highly with learning success. American Indian students are faced with the need to integrate to a certain extent with speakers of English. Their hopes for jobs and social advancement largely depend on their success in coping with the language and culture of the larger society. Yet many things in their life situation militate against an integrative motivation. The history of white wrongs against Indians, the prejudice that they encounter, and the increasingly militant anti-white attitude of some members of their race make integrative attitudes difficult or impossible. Tests show a positive correlation between low achievement scores, low English scores, and feelings of normlessness, meaninglessness, negative attitude toward school, and low expectations for the future. Problems that are probably more related to the culture of poverty than to ethnicity become polarized in the direction of ethnic identity. The resulting negative attitudes are directed specifically against the white culture and the effectiveness of English language learning may be impaired. Results of an attitudinal test administered to Indians are included. (Author)