There is a growing interest in research on Directed Motivational Currents (DMC) that describes highly robust motivational surges in second/foreign language learning (L2). However, little is known about the validity of DMC as a construct in the Turkish EFL context. Besides, despite the alleged pedagogical significance of the construct, it still remains unexplored whether and to what extent the contextual factors in L2 classroom settings exert influence on DMC-type motivation. Against this background, the current study set out to meet two primary objectives: (1) to examine the contextual factors that affect learners' DMC-induced motivational trajectory either positively or negatively in L2 classrooms; (2) to provide further evidence on the validity of DMC model. To this end, the study utilized a database of four weeks of interview data collected from 2 focal EFL (English as a foreign language) learners, each studying in a different language classroom in a private university in Turkey. In total, 8 interviews were conducted. The interview data were examined using qualitative content analysis and thematic analysis.The findings show that DMC experience is enhanced and impaired by a wide range of micro-level factors in the classroom which could be examined under two main themes: classroom climate and exam pressure. Overall, the findings not only add to literature on the validity of DMC, but also offer implications for how to facilitate the pedagogical use of DMC-type motivation in language classrooms.