The impact of attitudes on the learning process and on the academic results achieved by students has been the object of numerous studies, which have shown a connection between attitudes and learning. Similarly, the impact of students' attitudes towards learning a foreign language (mainly English) has been explored from a wide range of perspectives. However, there are no empirical studies of students' attitudes towards their L1 in the context of translation degree programs. Students' approach towards being taught their 'own' language is likely to be considerably different to their attitude towards learning a foreign language. Therefore, this study aims to explore translation and interpreting students' attitudes towards L1 modules, in order to evaluate whether they are aware of its important role in their training as translators and their future careers, and their predisposition, interest and engagement in these modules. The data and analysis of this investigation shed light on students' approach to L1 modules, which, in turn, provides a solid basis for a future redesign of these modules, geared towards students' specific academic needs, fostering more efficient learning.