This paper reports on a small study of attitudes to tertiary language study amongst senior secondary language learners in three independent New South Wales schools. The study examines what elements of preparedness may be the most effective in supporting transition to tertiary study for this sample of languages students. An analysis of survey data indicates that motivation, confidence in language achievement, and the construction of a "future self" as a language user and learner appear to be useful elements positively supporting transition to tertiary study. Findings from this study point to a relationship between the construction of "future selves" as language users, and academic performance, motivation, self-esteem and aspirations.