Teaching foreign languages is a complex psycho-pedagogical phenomenon which presupposes understanding of different factors which influence academic achievement in school context. The key factor is the student�s motivation as it determines the learning process and indirectly influences the quality of foreign language proficiency. The article discusses an empirical research study based on a questionnaire. It involved 591 primary school students who started foreign language instruction in the first triad of the Slovene primary school system (age 6 to 8). The results of the study show that the students generally like learning foreign languages and develop a sense of positive academic self-concept during the lessons. Most students prefer foreign language lessons when learning activities involve playing (informal learning situations), while they like foreign language lessons least when they read or write (�classic� learning situation). This shows that the goals of learning foreign languages as perceived by the students may be either intrinsic or extrinsic. It is, therefore, very important that foreign language teachers of young learners recognise their students� most prominent motivational features by observing their students� classroom behaviour. Teachers should then be able to consider these features in lesson planning and actual teaching activities while at the same time they should become aware of the students� developmental features and their language competences. In this way students will be able to satisfy their own developmental needs and simultaneously become proficient in a foreign language.