This study examined the perceptions of 31 L2 German students regarding their learning trajectories in speaking, writing, listening, and reading. Specifically, it explored their learning goals, self-rated proficiency, and definitions of accuracy. Combining qualitative and quantitative data analysis, the study found that students considered acquiring four language skills and fulfilling personal interests and development as their primary goals. Students exhibited divergent perspectives on the personal importance and perceived achievability of those goals. While they viewed acquiring all four language skills as both important and achievable, they considered satisfying personal interests and development achievable but less important. Moreover, the study also revealed a simplified conception of language learning among students. Specifically, they considered communication as the defining criterion for accuracy, which connotes a lack of awareness of which specific language features contribute. Furthermore, the study observed a non-linear development in the students' conception of Speaking, Writing, and Listening. Unexpectedly, the study found a significant relationship between two measures of students' self-rated proficiency: self-rated proficiency relative to other students in class and relative to educated native speakers (NS). The finding suggests students' disorientation in the evaluation of their self-proficiency. In conclusion, this exploratory study generates crucial questions for future research to explore. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]