A study investigated the role of attitudes and motivation in second language learning by administering a semantic differential measure to college students studying Spanish in three different tracks (linguistic, cultural, and bilingual, or native-speaker). The student's track was determined by grades and language experience. Findings suggest that students in each track have different attitudes toward the foreign language. The native speakers showed an "integrative" attitude toward the usability and need for the class. The linguistic-track students had a more "instrumental" outlook focused on the relationship of language to job opportunities. Students in the "cultural" track had a negative attitude toward the second language and anything related to it and showed a "rebound" effect whereby they reacted positively to anything related to English. The findings also suggest that attitudes toward language, the second language, and the second language teacher play a more important role in second language learning than previously described. (MSE)