The purpose of this study was to investigate student attention lapses in second language classrooms at the university level. In 17 classes, 274 undergraduate students reported the frequency and duration of their attention lapses during 50- and 75-minute classes at various levels. Students' beliefs regarding their attention and the pedagogical occurrences that coincided with an attention lapse are also discussed. Findings from a mixed methods analysis reveal that students report short lapses, 1 minute or less, that occur two to three times throughout most classes and often state being fatigued, thinking about other things, and making connections to other topics as possible reasons for the lapses. Specific pedagogical practices, such as correcting homework, led to more lapses regardless of when they occurred during class, whereas other practices, such as discussion questions, led to fewer lapses. In addition, more active learning moments, for example, calling on students randomly, increased the attentional system, and more passive moments, such as listening to peers speak, decreased this system.