THE PROBLEM: This study investigated students' perceptions of the English Village Program at the Fong Shan Elementary School in Kaohsiung County, Taiwan. The main objectives of this research were to discover the fifth graders' motivation and attitudes toward (a) the simulated theme classrooms, (b) the native English-speaking teacher's instruction, and (c) the English Village theme-based curricula. METHOD: This study consisted of both quantitative and qualitative research approaches. To understand the students' motivation and attitudes toward learning English in the Fong Shan English Village Program, four instruments were used, including a student questionnaire, student interviews, class observations, and teacher interviews. Data collection involved five steps: (a) collecting information and resources related to the Fong Shan English Village; (b) implementing questionnaires to gather the 154 participants' responses; (c) observing each English Village class during the five week research period; (d) interviewing 30 randomly selected subjects in focus groups; and (e) interviewing the native English-speaking teacher and the Taiwanese English teacher who implemented the entire fifth grade English Village instruction. RESULT: The data in this study were analyzed both quantitatively and qualitatively. Regarding the quantitative analysis, the responses to the student questionnaire were analyzed and described using descriptive statistical methods. As to the qualitative analysis, the students' interviews, both English teachers' interviews, and the field notes from the classroom observations of all fifth grade English Village classes were digitally recorded, translated, categorized, and analyzed descriptively. Because the English Village Program provides three key elements to increase the students' interest in studying English, the findings collected via the quantitative and qualitative data were analyzed according to these essential elements. Regarding the participants' responses to the theme classrooms, most of the students claimed that the theme classrooms enhanced their academic motivation to learn English. As to the native English-speaking teacher's instruction, a large number of students expressed that they were motivated by the native English-speaking teacher's authentic teaching style and by his Communicative Language Teaching approach. In addition, they appreciated this teacher's standard pronunciation and foreigner's appearance. According to the participants' responses regarding the theme-based curricula, most students expressed that they were interested in the class content and enjoyed participating in the activities in the theme classrooms. The students endorsed positive attitudes toward the lessons and took full part in the communicative activities. Through the results shown in each category, the findings of this study indicated that most students held extremely positive motivation and attitudes toward the English Village Program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]