This paper is an in-depth investigation of classroom language learning motivation in a Korean high school. Understanding the source of motivation and development of motivation is very important for educational and pedagogical purposes. This study surveyed 192 Korean high school students' orientations for learning English to discover what kinds of orientations could lead to motivations, and how these new cognitive variables are related to English-as-a-foreign-language motivation. The results indicated the following: (1) there were more elements than traditional integrative motivation; for example intrinsic/extrinsic and instrumental-knowledge motivations; (2) intrinsic motivation was most salient among them; (3) there existed multiple tracks of orientations vs. motivations vs. achievement; (4) all orientation factors should first be internally controllable by or for students before leading to motivations or vice versa; (5) intrinsic/extrinsic motivations were mainly related to formal classroom-related factors; and (6) self-confidence construct was associated with either intrinsic or instrumental-knowledge orientation rather than the integrative one. Numerous data-rich tables and charts appear throughout the text. An extensive literature review begins the article. (Contains 64 references.) (KFT)