One of the problems observed in foreign language classes at the community college level is high rates of attrition. This study investigated the relationship of student motivation in learning a foreign language at community colleges to their final class grades using Gardner's socio-educational model as the framework and his Attitude/Motivation Test Battery as the instrument. There are few motivation studies focusing on students in community colleges. This study also examined the relationships of students' school, career goal, and degree goal related characteristics, their perceived problems, and their demographic and family background characteristics to their final grades. The main purpose was to find variables which were strong predictors of student final grades in their foreign language classes. Participants were 495 students studying less commonly taught foreign languages, namely Japanese, Chinese, Russian, and Arabic and also French, a commonly taught foreign language, in community colleges in Southern California. This study found that the community college foreign language students had on average a strong integrative orientation and a strong interest in foreign languages as well as a favorable attitude toward learning the foreign language and toward native speakers of the foreign language. Analyses of variance revealed that means for some motivational variables were statistically different among different grade groups, among different levels and among five language groups. Although Gardner claimed that more integratively motivated students would exhibit higher proficiency, this study did not find any significant difference in integrativeness among different grade groups. Variables such as age, home language, attended semesters, completed units, current PA, high school GPA, and students' concern about grade were found to have significant correlations with student final grades. Multiple regression analysis revealed that the variables which made the strongest unique contribution in explaining the dependent variable, Grade, were current GPA, perceived problems and language aptitude. Gardner's AMI was not found to make a significant contribution. Path analysis revealed a causal relationship of language aptitude to AMI. However, such a relationship between AMI and Grade was not confirmed. Another path analysis revealed causal relationships of current GPA, perceived problems, language aptitude, age, and semesters attended to Grade. Identifying variables that have a causal relationship with Grade will help educators find ways to lower attrition rates in foreign language classes. The recommendations include creating opportunities for the students to associate with the native speakers and to recognize the advantages of having skills in a foreign language, especially in their future career. Another recommendation is for changes to be made in counseling of students to reduce students' perceived problems.