The current study examined the perspectives of seven immigrant adolescents on aspects of their lives that informed their determined and autonomous motivations to learn Korean as a heritage language (HL) in the United States. Constant comparative analyses of interview data showed that, although all of the students experienced determined motivations in their lived experience, their motivational experiences to learn Korean varied across contexts (e.g., home, American school, and Korean HL school) and showed at least three meaningfully distinct patterns. The students' determined motivations to learn Korean were informed by their negotiated HL learner identities within their immediate and imagined communities. The various forms of social, cultural, and symbolic capital within those communities seemed to fulfill the students' psychological needs, such as relatedness and competence, allowing them to experience determined motivations.