This small-scale exploratory study investigated a group of French university students' beliefs about the English language and English language learning, and the impact these beliefs had on the learners' L2 attitudes and motivation. The study employed a three-phased research paradigm. The first phase consisted of a mind-showering activity and group discussions, which aimed to elicit the initial information. The second phase comprised a questionnaire whose items were formulated by using the information elicited during the first phase. Finally, focus-group interviews were employed to provide in-depth information and, explain and cross-check the questionnaire data. The data obtained indicated that, although these learners had fairly negative dispositions towards the English language and English language learning, the great majority perceived English as a requisite for their studies and for their future careers. The findings also suggested that the participants mostly had lower perceived L2 competence and lower perceived willingness to communicate in the L2.