Each year numerous language learners decide to travel abroad in order to improve their language skills. Many studies have investigated the linguistic and cultural gains that those students acquired during their study abroad. However, little is known about how these experiences influence the students' learning motivation, development of learning strategies, and future perceptions of themselves as language learners. The following study explored the role of study abroad programs in the development of possible second or foreign language selves and the effect of moving from a second language to a foreign language context in the development of possible L2 selves. Twenty subjects took part in the individual interviews and focus groups. This study employed qualitative data techniques such as color-coding to analyze it. The results show that most of the subjects held future images of themselves as language learners. Subjects with salient possible language selves after their abroad experience were more motivated, and were able to use multifarious language learning strategies in order to keep their language gains once they were back from their abroad sojourn. These students were also able to overcome obstacles easily by creating alternative approaches that helped them move towards the achievement of their possible L2 selves. On the other hand, students with less salient possible L2 selves after their abroad experience encountered difficulties maintaining their possible L2 selves salient. Some students' PL2Ss disappeared from their working self-concept. This study contributes to the development of a more holistic view of language learning motivation. It also presents language educators with possibilities to enhance language learning. Furthermore, universities and adult education institutions could benefit from the results of this study in order to create mechanisms to promote student achievement and student retention.