The L2 Motivational Self System is a model which attempts to capture the three main sources of the motivation to learn a second or foreign language: 1) the learner's vision of him or herself as a competent user of the L2, 2) "social pressure coming from the learner's environment" (e.g., parents, teachers, peers) and 3) "positive learning experiences" (Dörnyei & Ushioda, 2013, p. 86). To gain a better understanding of Austrian students' motivational disposition to learn English as a foreign language, this study intends to find out how the motivation of final grade EFL learners compares across Austrian school types according to this L2 self system of motivation. Therefore, it explores the learners' future visions of themselves regarding the English language as well as other motivational constructs which stem from and inform their language learning experience. The data were collected by means of a questionnaire. The findings of the study suggest that the learners' future L2 selves are similar in many aspects; however, some differences across the school types could also be identified. Concerning the learners' language learning experiences, the students of all three school types were found to have high levels of interest in English-speaking countries and to have positive beliefs about language learning, i.e., they tended to believe that language learning success is not determined by natural talent but influenced by other factors such as effort. The investigation of the students' attitudes towards their English classes and their self-perceptions of ability revealed rather diverse results, that is, some students were found to have quite positive attitudes and/or self-perceptions, whereas some seemed to have rather negative attitudes and/or self-perceptions. The thesis contains a thorough discussion of the research findings and concludes with pedagogical implications as well as further research questions.