Foreign and second language (L2) educators in English-speaking countries are concerned that male students are losing interest in studying French. A large-scale study was conducted to investigate gender differences in L2 motivation and participation among Grade 9 core French students in Canada. A mixed methodology was employed to investigate gender differences in a variety of motivational factors among Grade 9 French as a second language (FSL) students. Approximately 500 students in Grade 9 FSL completed a questionnaire. The significant findings were then explored in interviews with students and teachers. The root of several differences in motivation and participation lied in societal perceptions of what is considered gender-appropriate male behavior. Although the study involves students studying FSL in Canada, its implications extend to learners of French in other English-speaking countries.