A study investigated the possible relationships among situation-specific affective variables, motivational-attitudinal variables, and level of language learning in 70 students who were enrolled in a series of beginning Japanese language courses at the university level. Variables investigated included language class risk-taking, language class sociability, language class discomfort, motivational type, strength of motivation, attitude toward the class, concern for grade, and student demographics and linguistic background. Data were collected over a one-year period by both classroom observation and direct survey. The audio-lingual method of teaching was used in the classes. About half the students also participated in counseling-learning/community language learning (C-L/CLL) sessions during the course. In these sessions, students expressed themselves in English, which was translated into Japanese by the teacher, then manipulated and discussed the constructions and the learning experience. In the overall subject group, it was found that risk-taking, classroom discomfort, and motivation played a significant role in learners' level of achievement. Initially, risk-taking was the most powerful factor in success, but later, motivation became the most powerful factor. Generalizations about the effectiveness of the C-L/CLL method were not possible due to limited participation. Data analyses and implications for instruction are discussed. A 41-item bibliography is included. Situation statements are given in six appendixes. (MSE)