This longitudinal inquiry explores the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their impact on second language learning results. The inquiry follows English learners of French from Year 5 in primary school (aged 9–10) to the first year in secondary school (Year 7; aged 11–12). Language outcomes were measured by two oral production tasks, a sentence repetition task and a photo description task, both of which were administered at three time points. Longitudinal data on learner attitudes and motivation were gathered via questionnaires. Teacher evaluation data for general first language literacy attainment were also supplied. The outcomes display a big deal of variation in learner attitudes and outcomes and that there is an intricate relationship between first language literacy, self-efficacy, gender, and attainment. For example, in general, girls held more positive attitudes to boys and were more successful. However, the inclusion of first language ability, which accounted for 29–39 per cent of variation, displays that gender differences in attitudes and outcomes are likely mediated by first language literacy and prior learning experience.