This paper explores language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Employing Dörnyei's L2 Motivational Self System (L2MSS) frame, specifically the ideal and ought-to L2 selves, this inquiry investigates the link between motivation and two operationalizations of multilingualism: any experience with a third language and Perceived Positive Language Interaction (PPLI). Employing an exploratory factor analysis (EFA) and one-way ANOVAs with the data from 159 EFL learners in Turkey, the outcomes state a notable group effect for multilingual status for both operationalizations of multilingualism with the ideal L2 self; however, no significant discrepancy was found between the groups with the ought-to L2 self. As the L2MSS has not yet been examined in the Turkish context, the findings aid to farther explain Turkish EFL students' language learning motivation to enhance the increscent body of literature on the versatile and dynamic nature of motivation in the domain of second language acquisition.