This questionnaire study was undertaken for two purposes:description of the durability and changes of college students' will to learn English,and investigation of factors hindering the durability of that will.Regarding the first point,although questionnaire results showed that most students were highly motivated in April,many students showed lessened will in June,when they took their first exams and received scores.After June,the number of students with low motivation increased at each point of measurement through December.Only 40% of students maintained levels of motivation scores throughout the year:students for whom those scores dropped,however,tended to show higher motivation scores again.Results also show that summer vacation did not adversely influence the students' will to learn English.Regarding the second point,results indicate that the students' will and exam-related factors were mutually associated,except during October,when students took end-of-summer-vacation exams and received scores.Furthermore,results of this study imply that students brought their experience of English-language-learning in junior high school days into English classes in college.Finally,correlation coefficients suggest that the students' will and exam-related factors scores were mutually related during the first term,but they seemed mutually independent during the second term.