A survey of 77 Asian and Asian-American university students enrolled in first- and second-year Chinese language courses investigated the students' motivations for studying the language and their expectations of what they will gain from studying it. Results indicate two factors accounting for beginning Chinese language study: interest in cultural heritage, and perceptions that the study is less demanding than other five-unit courses. Motivation to continue Chinese language study was found most closely related to student expectations of the learning strategies and effort required of them, and not to intrinsic value of the heritage language. It is concluded that specification of hours of credit may promote passivity in student motivation, whereas requiring a specific proficiency level might not. In addition, appropriate and realistic expectations of the learning task and of one's own ability play an important role in starting and continuing Chinese language study, and creating an environment in which students can meet their own expectations can develop a strong sense of student self-efficacy. The questionnaire used in the study is appended. Contains 31 references. (MSE)