This paper attempts to explore students' motivation to study French at a state-funded public university in Estonia. The first set of data collection was carried out in 2008 and repeated in 2020 using the Intrinsic Motivation Inventory and in-depth interviews. The results of the quantitative part indicate a significant increase in students' intrinsic motivation in the subscales of interest/enjoyment and perceived competence, and a slight increase in perceived choice as well as in pressure/tension. The qualitative data reveal clear personal goals, but in some cases weak motives, such as the desire to live in the target country without either being ready to contribute to the academic work or a weakly justified choice of discipline. In addition, some unrealistic expectations emerged, such as being able to work as a professional translator or language teacher immediately after the end of bachelor's degree. The results indicate relatively poor learning skills, referring to a gap between students' secondary school study habits and expected study habits in university studies. Based on the results several suggestions are made to facilitate university support systems.