This study examined motivation to learn French as a foreign language among Ghanaian university students at All Nations University. Drawing on Gardner’s socio-educational model, Self-Determination Theory and behaviorist perspectives, the study investigated students’ interest, perceived usefulness, confidence, social influences and willingness to continue learning French. A descriptive quantitative survey design was adopted, using a structured questionnaire administered to 50 undergraduate students from the School of Business. Data were analysed using frequencies and percentages. The findings revealed generally low intrinsic motivation, despite moderate recognition of French’s professional value. While 50% of respondents believed that French could improve their employment prospects, only 36% reported being motivated to learn it, and 60% indicated that they would not study French if it were not compulsory. Social encouragement was also limited, with 64% reporting no support from family or friends, and 50% lacking confidence in their ability to learn French. The findings suggest a gap between students’ recognition of French’s instrumental value and their willingness to engage autonomously with the language. The study concludes that compulsory provision alone is unlikely to sustain motivation and recommends more learner centred, professionally relevant and communicative approaches to French education in Ghanaian universities.

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