In order to discover some clues to and make suggestions for better teaching English pronunciation to learners in English as a Foreign Language (henceforth abbreviated as EFL) settings, the paper attempts to analyze Successful Foreign Language Learners (SFLL), focusing on their study history. The subjects were 24 junior high school students, who were selected through a 2004 Intra-school English recitation contest. Their pronunciation was tape-recorded and evaluated by three Assistant Language Teachers (ALT). The subjects responded to a questionnaire regarding the history, environment, and strategies of their English learning experience. The results indicate that formal instruction at school did not contribute much to their acquisition of pronunciation, and that they made the best use of the opportunity outside the school to motivate their learning. The comparison with the eliminated subjects showed that the Successful Pronunciation Learners (SPL) outstood them in terms of attitude and motivation. Also some differences of effective factors were found between the learners in junior and senior high school. (Contains 3 tables, 2 figures, and 3 footnotes.)