This study examined how two motivational substrates may be differentially important depending upon the learner's language background. Students registered in German classes (N = 99) completed a questionnaire that assessed (a) their intrinsic, extrinsic, integrative, and instrumental reasons for learning German; (b) their feelings of autonomy, competence, and relatedness; and (c) their engagement in language learning and intergroup contact variables. The results show that heritage language learners were more likely than non-heritage learners to learn German because it was an important aspect of their self-concept. Moreover, although intrinsic and selfdetermined extrinsic orientations fostered motivation both for heritage and non-heritage learners, aspects of contact with the German community also played a role in motivated learning, particularly for heritage language learners.