This study is concerned with one of the most intriguing and most elusive French grammatical forms: the subjunctive. For most learners of the language, mastering this particular linguistic feature forms the epitome of native-like competence. Therefore, it is often a much dreaded and enigmatic aspect to be acquired. This paper argues that learner acquisition of the French subjunctive does not tend to occur in a linear fashion, but rather in an iterative, fractal manner. It also aims to show that the learner is highly influenced by various internal and external factors while making mood choices, making the language acquisition process highly social in its nature. The main objective of the paper, however, is to analyse one particular aspect of the learner’s interlanguage. In order to do this, a performance task has been designed, which focuses on the use of the subjunctive in French. This facet will be investigated by focusing on one particular learner, in the light of the literature on the topic. Information obtained from studies such as this one is meant to inform future teaching practice.