The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed to measure language attitudes, learning orientations, and learning confidence was administered to 131 IEP learners. Factor analysis of the responses revealed five motivation components: Learning Self-Confidence, Attitudes toward English Language Learning/Community, Personal English Use, Value of English Learning, and International Posture. The results attest to a dualistic nature of instrumentality and suggest that even in a study abroad setting, international English learners are less motivated by positive attitudes toward the English community and more motivated by a sense of personal pride in learning and using English, even when learning confidence is low. (Contains 3 tables and 1 note.)