Following WWII, the English language became the global Lingua Franca, meaning that it is the primary language used to communicate between people who speak different languages. With the development of English as the Lingua Franca, Americans are generally less exposed to foreign languages than most other nationalities. Some researchers believe that this limited exposure to other languages contributes to Americans' lack of motivation to learn foreign languages. Within the current literature, there is additional debate over the importance of external and intrinsic factors in influencing motivation. This research study aims to determine how the rise of English as the Lingua franca (ELF) impacts American high school students' exposure to foreign languages and whether that exposure affects their motivation to learn other languages. The correlation between exposure and motivation was examined through a Mixed Method Study that collected foreign language students' and teachers' responses. While there was a correlation, it was not particularly strong, indicating that external factors play a role in motivation. However, outliers within the data suggest that intrinsic motivation also plays a large role; therefore, the reasons why students are motivated vary for each student, depending on why they are pursuing a foreign language.