Sociocognitive (Atkinson, 2011) and complex dynamic systems approaches (Larsen-Freeman & Cameron, 2008) highlight the inextricable connectedness of social and cognitive phenomena in second language (L2) learning. Previous research found numerous ties between L2 learning and both learners' sociocultural background as well as their affective attitudes such as their Tolerance of Ambiguity (TOA; Ely, 1995; Herman, Stevens, Bird, Mendenhall, & Oddou, 2010). However, there is little insight as to how these social and cognitive factors are interrelated. This article explores the interconnections between sociocultural -- place of upbringing, international experience, languages -- and cognitive-attitudinal -- TOA, Attitudinal and Behavioral Openness (ABOS; Caligiuri, Jacobs, & Farr, 2000) -- learner backgrounds among 49 elementary-level students of L2 German at a U.S. university. Correlation analyses show a complex network of learners' sociocognitive backgrounds and suggest that international students tend to have lower TOA and higher ABOS than domestic students. Implications for L2 German teaching are discussed.