Achieving native-like proficiency in a foreign language is a long-term process; therefore, designing and implementing a plan for long-term language achievement may help more learners achieve their long-term language goals of fluency as well as related career goals. This study presents recommendations that may be incorporated into the college curriculum to help both learners and teachers facilitate the development of motivation to persist in language learning and use at native-like proficiency. The results of this dissertation study provide greater insight into language learning motivation, changes in motivation, and motivational regulation. Data were collected using a questionnaire and an unstructured interview protocol to report the language learning motivation patterns of seven native-English speaking, traditional age undergraduate foreign language learners. Data were collected, coded, and analyzed following an emergent constant comparison method using process modeling procedures to analyze and report quantifiable categories of data, sequences of variables, patterns, and processes as they emerged. Results indicate that changes in the primary source of motivation and motivational orientations occur over time and that internally regulated motivation associated with long-term goals is associated with persistence. A greater understanding of language learning motivation may help teachers and learners develop strategies to regulate motivation in order to facilitate the development of motivation to persist in language learning beyond basic university requirements. This may also operationalize motivation for professional language use at native-like proficiency.