Carr (2002), in her investigation of boys' alienation from languages and language learning, addressed the question of an "appropriate curriculum" for boys and boys' understanding of masculinity. Boys reported in that research that they preferred physical activities so found the written text orientation of language learning to be "hard" and "boring." Boys regarded languages as irrelevant to their lives or careers. They ranked languages low among their school subjects. Based on an awareness of the research findings above, and a concern for boys' learning languages, the research reported in this article investigates students' attitudes to languages and language learning at St. Leonard's College in Melbourne, Victoria, where the issue of boys' education has become a focus for teaching staff who have noticed boys' disaffection and disinterest in certain fields of learning. Clearly the results of this Victorian study indicated different trends to the findings of both Carr (2002) and Davies (2004). The boys at St. Leonard's College felt that both boys and girls are able to communicate well. They did not think that girls are more suited to language learning, nor that girls have better communication skills. They consider that both boys and girls have equal opportunities to succeed in languages. The data from this study have informed the school's knowledge of the students' approaches to language learning. (Contains 1 figure and 2 tables.)