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Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We maintain that students who invest in learning because it is meaningful to them personally (that is, those who have a self-determined orientation) are more likely to actively engage with the language academically and with its associated community, and in turn they are more likely to become communicatively and culturally competent. We further claim that a self-determined orientation can be fostered in a social environment that is responsive to learners' need to be active, competent agents who have mutually satisfying relationships with others. We conclude with some alternative avenues of study that would complement the research done to date.