Description: The introduction of a foreign language as a subject in primary schools from the first grade onwards was structured in the project "Pilot phase foreign languages in primary school, target language English and target language French" (cf. Werlen et al, 2001) in such a way that the acquisition of the foreign language was facilitated by the gradual accumulation of language learning competencies. Furthermore, it was ensured that the instruction was both, qualitatively good and effective, as well as child-friendly, addressee-oriented and tailored to the needs of the children. As a rule, teachers deduce from the spontaneous reactions of the children whether their teaching is meeting these demands. Thus, they judge to what extent the children enjoy learning a foreign language, what progress they make and how they use the foreign language as a means of communication. In order to validate teachers' subjective impressions and to assess the quality of instruction from the children's perspective a brief student questionnaire was developed. This questionnaire measures the emotional, cognitive and motivational aspects of learning a foreign language. In my presentation, I will comment on the development of this questionnaire and present initial findings from the evaluation of five consecutive language learning situations in the second grade with 131 children from 6 different classes. The discussion of the results addresses the following question: What conclusions concerning emotions, motivation and attitudes towards the learning of a foreign language can be feasibly drawn?