Students in introductory engineering graphics courses at North Carolina State University (NCSU) were asked to complete surveys to help educators and administrators understand their attitudes toward learning and their motivation to learn. Analyses of the completed surveys provided the Graphic Communications Program at NCSU with an understanding of ways in which their classes fulfill or fail to fulfill their mission to teach graphic concepts and methodology and to generate an appreciation for the function of graphics in professional and personal day-to-day experiences. Two surveys were used in this study. The first, a survey of 43 questions based on the Colorado Learning Attitudes about Science Survey (CLASS), was used to evaluate attitudes and opinions toward technical graphics; the second, a 31-item motivational survey based on the Motivated Strategies for Learning Questionnaire (MSLQ), was used to evaluate student motivation. This paper presents thorough individual and comparative analyses of the data obtained from both surveys and discusses several important implications. (Contains 8 tables.)