With an inter-disciplinary perspective of second language acquisition and cross-cultural adaptation, this study explores the nature of linguistically- and culturally-specific learning processes perceived by sojourners during study abroad. Methodologically, their diary entries with follow-up interviews were analyzed using the grounded theory approach. Findings included two themes that emerged as key in determining and reflecting sojourners’ learning processes in the host environment: (1) attitudes towards normative or authentic language use; and (2) perceptions of traditional or exploratory identity. Furthermore, dynamic tensions were observed between these two themes, constrained by the prescriptive knowledge and skills that sojourners had developed in formal classroom instruction and learning in the home country.