The study examines students' perspectives on learning in a co-curricular language-based program at a large public university in northeastern United States. Specifically, I analyze students' motivations to enroll in the program and their perceptions of learning outcomes. The study uses the interdisciplinary construct of identity as a theoretical and methodological focal point. The study used mixed research design to gain the breadth of students' perspectives in their own terms. Students' responses to an open-ended questionnaire were coded into categories and then analyzed statistically. Six identity profiles across three social domains were outlined as a result of thematic coding: Student and Learner in the academic domain, Pragmatist and Expert in the professional domain, and Cosmopolitan and Patriot in the intercultural domain. Univariate (chi-square statistics) and multivariate (latent class analysis) analyses were used to identify associations between the profiles, participants' characteristics and preferences within the program. The study has implications for practice in the field of international education and foreign language learning. [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.]