The psychometric integrity of the "Foreign Language Attitudes and Perceptions Survey" for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach's alpha, were 0.74, attitudes; 0.80, perceptions; and 0.86, combined. Test-retest reliability was equally robust (r = 0.83). Factor analytic data suggest a one-factor solution rather than two separate factors (i.e., attitudes and perceptions). Results provide preliminary support for the use of FLAPS-C as a measure of college students' attitudes and perceptions toward learning a foreign language. The FLAPS-C's potential utility for secondary and postsecondary special educators of at-risk students including those with learning disabilities is discussed. (Contains 2 tables.)