This study examined why current university learners of French, Spanish, Russian, and Japanese, and, for comparative purposes, actual university learners of German, believe that others and why they themselves would study German. Responses were compared against current motivation theories, narratives promoted by academic language programs, research in language and country branding, documents issued by professional organizations, and demographic backgrounds of the participating population. Results included the following: (1) The responses of German students were distinct, yet the other four groups also differed from each other, with varying degrees and types of inclination toward German study, (2) heritage was less likely to attract students than a lack of heritage was to discourage students, (3) academic programs in German were particularly likely to promote culture even as none of the learner groups considered culture to be a superior attractor, (4) affinity to the language was an important consideration for learners, and (5) learners differentiated between personal reasons and reasons that they attributed to others. This study suggests both inherent limits of and possible directions for growth in German enrollments, points out competing and sometimes contradicting narratives that learners face, and identifies gaps between recruitment efforts and clientele expectations.