This paper reports on the findings of a small-scale study carried out in Adelaide. We asked secondary students who had decided to continue or discontinue their language study once it was no longer compulsory what had prompted their decision. We also asked them whether they considered knowing a second language to be important. While all the students in the study said they considered that languages were important--listing the same reasons that language teachers list attempting to motivate--almost none of the continuing students actually mentioned these reasons when discussing why they had continued. Instead, they focused primarily on academic achievement and issues of personal interest, relationships, and lived experiences. We examine what this means in practical terms for language teachers.