Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth-semester Spanish L2 university course through the analysis of their interactions during a collaborative text-reconstruction task and in their post-activity reflections on their participation. Viewed through the lens of activity theory (Appel & Lantolf, 1994; Wertsch, 1998), learners' behavior and reflections presented an account of their orientation that was rooted in their motives, needs, and goals and materialized in concrete action during the task. Findings demonstrated that (a) learners' orientation changed at various times during the activity depending on how their individual goals were met by the social setting (e.g., how helpful their partner was in completing the task) and (b) learners' reflections exposed information that was not apparent in activity (e.g., dissatisfaction with the task) but essential for language practitioners who seek to understand learners' goals, needs, and overall orientation toward language learning. Pedagogical implications address the implementation of orientation assessment forms in the L2 classroom.