A qualitative, ethnographic investigation of a Canadian, undergraduate, advanced Hebrew course composed of heritage language learners of diverse backgrounds examined the fluctuating notion of the target language (TL) community in second language teaching. Data collection techniques of participant observation, in-depth, semi-structured focus group and individual interviews of ten students and the professor found surprising student language learning motivations that conflicted with the assumptions of the researcher and professor. Student motivations and learning goals related to their desire to integrate into particular social sub-groups in their Jewish Canadian community.