While language learners and teachers have long known that individual differences (IDs) among students result in differential learning, we still do not know how traditional ID variables interact or the specific impact each one has on language learning. The present study proposes that instead of looking at isolated variables, researchers should instead take a top-down approach by starting at the level of students' overall experience of language learning. One way to investigate this is through language experience interviews, in which students are asked to reflect on general and specific aspects of their language experience. In the present study, language experience interviews were conducted with 12 beginning French learners at an American university, and six focal participants were selected based on their performance on spoken and written narrative tasks at the beginning and end of one semester. Qualitative analysis of the interviews revealed that high performing students seemed more focused on grammar learning and construction of meaning than low performing students, who were more focused on memorization and vocabulary. Case studies are presented to explore learner experience in more depth. Overall, the study provides support for language experience interviews as higher-level units that may relate individual differences to differential second language performance. (Contains 3 tables.)