Language learning constitutes a prominent need in the 21st century, and many factors influence it, such as cognitive, affective, social, cultural and physical conditions. Considering that where we learn language impacts how we feel while learning, the present study dwells upon two of these conditions: learning climate and self-efficacy. In this study, 192 students from a vocational high school in Turkey were administered a Learning Climate Questionnaire, Self-efficacy Scale and one open-ended question that explored their attributions for success or failure in learning English. This descriptive study used a mixed research design. The results showed that high school students have positive perceptions of their learning climate and their own abilities to learn English although they remain neutral on most issues, which might be indicative of their unconstructed opinions on learning atmosphere and their own language learning abilities. A statistically significant relationship was found between learning climate and self-efficacy. Qualitative data also shed light onto students' attributions for success and failure in learning English Therefore, the present study has implications for stakeholders who make decisions on language learning and teaching procedures.