An instrument to measure attitude toward the learning of French as a second language (ALFS) was developed. Instruments already developed to measure motivational intensity and orientations (instrumental and integrative) were modified to fit the local situation. The experimental subjects were 100 students from grades 7 and 8. Twenty-five students were selected randomly from each grade and sex, out of a total of 571, receiving instruction in French by "Le Francais International" method in a mid-western Canadian city. Each of the subjects was rated on achievement by their respective teachers on a 5-point scale. The ALFS scores intercorrelation matrix produced 4 principal factors which were rotated to varimax- and promax-criterion. These factors were interpreted to be pragmatic, possessive, perseverance, and reflective attitudes. The intercorrelation matrix of the 4 factor scores, motivational intensity, orientations, and achievement ratings, resulted in only one principal factor establishing ALFS factors as correlates of the other variables. A step-wise regression analysis revealed that perseverance factor and motivational intensity were the most effective of the 7 competing predictors of achievement in French, accounting for 26.8% of the variance, whereas the entire set of predictors accounted for 30.6% of the variance. (Author)