In this study, the researcher explored various aspects of Pakistani undergraduate students' learning experiences in their immediate (both formal and informal) learning context. In addition, the researcher also found out and discussed the possible motivational role of these aspects of participants' immediate learning contexts. This qualitative study is based on 20 semi-structured interviews conducted after seeking the written consent of the participants, selected among the students, participated in a large-scale L2 motivation research (Islam, Lamb & Chambers, 2013). In general, the majority of participants appeared overtly enthusiastic and satisfied with their experiences of learning English in their universities. This enthusiasm may largely be because of their strong internalization of the utilitarian roles of English in their future lives. Participants with the English medium background and good communication skills were more confident and satisfied with their English learning experiences as compared to those with the Urdu medium background or less proficient skills. Teachers may create an enabling learning environment, based on necessary motivational tools, to encourage even less proficient and shy students participate in the classroom interaction and learning process. Teachers may also assess the learning preferences of their students, especially those of the less proficient, to address psychological and social obstacles/issues, which hinder their participation in the class.