English foreign language has recently become an obligatory subject in the elementary school curricula since the first grade in Albanian education system. This paper presents the attitudes of high school students towards the context of learning the language, addressed by two scales, according to International Attitude Motivation Test Battery, (Gardner, 2004): foreign language teacher evaluation and foreign language class evaluation. It also aims to find the variances of students' attitudes according to three groups of schools: urban public high school, rural public high school and non-public high school. The subjects in this research are N=1800 high school students from five main districts in Albania, by a random sample selection method. The analysis of descriptive statistics for mean values, frequencies of the variable "attitudes" and a two-way ANOVAs procedure to investigate for the variances of attitudes between the groups of schools. It resulted that from a Likert scale from 1-6, the mean value for the variable of attitudes was M=4.5, revealing that high school students have positive attitudes towards English language learning context, though not very highly positive. The research also found significant statistical differences of attitudes between the groups of schools at the value: p = 0.000 so p<0.05, F (2.1798) = 7.789. However the differences between the groups were very low. Post Hoc Tukey HSD procedure found that variances of attitudes for the urban public high school and rural public high school were at the value: 0.19161, p=0.00; for the urban public high school and non-public high school the difference was: 0.00426, p=1 and for the rural public high school and non-public high school the difference was: -0.14846, p=0.09. However, these results are significant only for the groups of urban public high school and rural public high school, p = 0.00, p <0.05. [For the full proceedings, see ED626668.]