Studies have examined various factors that affect pronunciation including phonetic context, style variation, first language transfer, and experience abroad. A plethora of research has also linked motivation to higher levels of proficiency in the second language. The present study uses native speaker ratings and multiple regression analysis to investigate the relationship between motivation, cultural sensitivity, and level of instruction with perceived foreign accent. Participants include adult learners of Spanish as a foreign language from several levels of formal instruction as well as students with extensive experience abroad. Data include a brief oral interview, a questionnaire, and the Intercultural Development Inventory to measure cultural sensitivity.