As the number of Allophone students attending public schools in Canada continues to increase (Statistics Canada, 2008), it is clear that a need exists in English-dominant areas to purposefully address the integration of these students into core French. I report the findings of a mixed-method study that was conducted to assess and compare the motivation and investment of secondary Allophone and English-speaking Canadian-born students to study core French. Both the quantitative and the qualitative results show that Allophone students are more motivated to study French than their English-speaking Canadian-born peers. (Contains 5 footnotes.)