The goal of this research was to determine what implications student attitudes and motivational factors might have for foreign language student selection and course administration purposes in the Defense Language Institute (DLI) system. Data were collected from 326 military students at eight DLI schools studying nine different languages. Attitude domains assessed were interest, utilitarian orientation, xenophilic orientation, and course satisfaction. Secondary variables studied were age, military rank, foreign language aptitude, the training environment, the language studied, the type of course, and volunteer status. The criterion data were the final course scores and Army Language Proficiency Tests. It was concluded that: (1) Student attitudes toward foreign language learning in DLI classrooms are measurable in the form of various components, all of which appear to be fairly high in the sample measures. (2) The glamour and status associated with foreign language study was the single greatest source of student satisfaction with their course. (3) The impression of many language teachers that student motivation typically declines as the course progresses was substantiated by data in this research. (4) Two of the attitude components, interest and xenophilic orientation, correlated significantly, though modestly, with achievement indices. Future research might be directed at improving the predictive validity of these subscales. (JD)