A study was conducted to examine school achievement in English and its relationship to personality, intelligence, motivation, and auditory ability factors. This report is a continuation of a previous one (Leino 1972) in which the relationships of personality and intelligence to foreign language teaching were investigated. The population studied consisted of Finnish secondary students in their sixth year of foreign language study The motivational and auditory variables in foreign language learning were related to school achievement in English, in order to discern what variables in each predictor group (personality, intelligence, motivation, and auditory ability) can best predict these achievements. A questionnaire rating English as to its pleasantness, importance, and difficulty was used to measure motivation. Auditory variables were measured by sound discrimination and sound-symbol association tests based on tape recordings of an unfamiliar language and nonsense English words. The results showed that English language skills as measured by the instruments of this research were best predicted in most analyses by reasoning ability and the ease and pleasantness of English. Personality played only a minor role. (LG)