In Pakistan where different languages co-exist, and where English has a high status as a second language (L2), the learners' attitudes toward English plays an important role in formulating effective language policies. It is essential that these policies reflect these attitudes and are in sync with the learners' orientations toward learning English. This article aimed to examine the attitudes of Pakistani students toward the learning of English as an L2 and to understand the motivational orientations that result from their attitudes. A secondary objective of this research was to find evidence to support the claim that Pakistani students are additive bilinguals who are not averse to the idea of a language policy that promotes English as the medium of instruction. Sixteen-year-old Pakistani students from public-sector schools were interviewed and asked to respond to questionnaires that measured their attitudes and orientations. The results indicated positive attitudes toward learning English as a second language with a clear instrumental orientation. Hence, the study highlighted that there exist no conflicting loyalties regarding the status of English and Urdu (the L1) and that both languages are held in high esteem. Despite a strong desire to learn English to gain access to international markets, the status of Urdu remains secure as it is viewed as a symbol of national integration. Hence, Pakistani students are additive bilinguals who for instrumental purposes would prefer their medium of instruction to be English and not because they do not value their L1.