Directed motivational currents (DMCs) are a unique and intense motivational drive capable of supporting second language learning. Learners throughout the world can experience these unique motivational feelings regardless of their teaching and learning contexts. Therefore, researchers and language teachers have been exploring cases of DMCs since the phase of their conceptualization to facilitate their classroom application. Despite the growing interest in the field, very few studies have focused on DMC benefits. The present study is an attempt to fill the empirical gap by examining DMC benefits and their usage in learning English as a foreign language. Learner diaries were used to collect data from five students who had already experienced a purposefully facilitated DMC. A thematic analysis of the data revealed that linguistic competence; that is, grammar, vocabulary, and spelling were developed in addition to real-life skills, such as presentation skills and positive group work dynamics. Learners not only used their newly acquired knowledge in their English classes, but also took advantage of it in their content-based courses, such as organization and administrative methods, to achieve their learning goals. The findings of the present study can be useful for second language teachers, who want to explicitly teach their learners how to use the benefits generated from their DMC experiences so that they can reach their long-term learning goals when the motivational currents fade.