This study examines the relation between the motivational structure and use of learning strategies of high school foreign language students. Students in 36 foreign language classrooms (French, German, Latin, and Spanish; first- through fifth-years) from a large Midwestern high school participated in the study (N=694). As predicted, correlation and multiple regression analyses confirmed the distinctiveness of "integrative motivation" in the prediction of learning strategies. While the intrinsic motivation factor was the best predictor of extracurricular learning activities, the integrative motivation was a better predictor of compensatory strategies and collaborative strategies, which may promote active language use. Findings will be discussed with respect to structural differences in motivation and learning behavior between foreign language learning and other subjects.