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ABSTRACT  The importance of affective variables in the language learning experience has become prominent in recent literature and research. A review of the literature has revealed that since 1970, more than 100 empirical studies have been conducted. Most of these studies are quantitative in nature. The present study, however, is qualitative. It uses as its data, graduate students' self-report papers about their Community Language Learning (CLL) experience. These reflection papers revealed three affective variables–anxiety, motivation, and attitude. The findings in this study confirm existing research which indicates that affective barriers can be responded to positively by approaches, methods, and techniques which focus on 1) a supportive environment; 2) a nonjudgmental teacher attitude; 3) peer support; 4) activities that relate personally to learners; and 5) activities that facilitate individual and community achievement.