Foreign languages have been studied since the beginning of civilization; in the past few decades, there has been increased interest in understanding the role of motivation in learning a foreign language. Less than a quarter of studies on learning languages other than English (LOTE) have studied motivation. The purpose of this quantitative causal-comparative study was to determine if there was a difference in motivation between college students enrolled in French 100, French 200, French 300, and French 400. The study consisted of 79 college students at the freshman to senior level enrolled in French at a novice to advanced level at each university. The instrument selected to measure participants' motivation was the Hybrid Questionnaire based on the Attitude/Motivation Test Battery and the L2 Motivation Self-System. Data were collected during French courses for face-to-face classes or at any location for online students and gathered electronically through Qualtrics. The one-way ANOVA statistical method by IBM SPSS 25, a statistics software, was used to analyze the data. The results showed no statistical difference in motivation between college students enrolled in French 100, French 200, French 300, and French 400. To augment this study, future researchers should investigate if there is a difference in motivation between college students enrolled in online and face-to-face French courses. Future researchers should also continue to augment research in the field of LOTE. [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.]