This study investigated the relationship between attitudinal/motivational factors and English second language proficiency among student teachers. Subjects were 198 full-time, first-year teacher trainees in a Hong Kong college of education, of traditional college age and enrolled in both 2- and 3-year English-medium and Chinese-medium instructional programs. Some also participated in an English immersion course during their educational program. Seven participant sub-groups were identified based on program of study. The students were tested with a standardized English proficiency test on program entry, at program mid-point, and at program end. Subjects were also administered an attitude and motivation questionnaire that addressed these factors: parental encouragement; need achievement; degree of integrativeness; degree of instrumentality; attitudes toward learning English; English class anxiety; foreign language interest; ethnocentrism; attitudes toward westerners, English and cultural identity; motivational intensity; desire to learn English; and attitudes toward self, Hong Kong Chinese people, and westerners in general. Analysis of these data indicate an overall decline in both the students' English language proficiency over the period of the study and their attitudes toward English and the language learning situation. Subgroup differences were also found. (MSE)