In light of the growing social and spatial mobility, communication skills, including foreign language competencies, are becoming increasingly important. Although educational policies have launched projects and recommendations regarding language sequences, the start of foreign language learning, migrant languages, and more, and there is an engaged public discussion about these topics, the motivational prerequisites, developments, and impacts of foreign language instruction have hardly been empirically investigated to this day. This book aims to contribute to improving the research landscape. What is the state of motivation in foreign language teaching? What general and gender-specific differences exist between the self-concepts of abilities in German, French, and English, considering the school and family learning environment? Based on a cross-sectional study conducted in the German-speaking part of Switzerland with empirical data from students in grades 5 to 9 and their parents, these questions are explored. It is shown how perceptions of and confidence in one’s own performance capabilities represent a significant factor in explaining performance differences in the school context. The role of the school and family learning environment, as well as necessary implications for school and educational practice, are discussed.