This is a small, mixed-methods study focusing principally on the learning experience element of Dörnyei’s L2 motivational self system and its effect on students’ ideal and ought-to selves. The specific purpose of this investigation was to explore the L2 classroom environment and explore any potential relationship to the ideal and ought-to selves of the students. The secondary element of this study was to discover whether this potential relationship could impact teacher-training and how. The study was conducted in two English (L2) classes at a Swedish upper-secondary school. A quantitative questionnaire was compiled using features from previous studies in this field and questions designed for this particular study. Each student filled out a questionnaire individually. The results of these were then analysed to establish a picture of the students’ general level of motivation, their possible selves, their classroom environment, and how they felt the former was affected by the latter. Qualitative contributions to the investigations were made through interviews with individual students and observation of lessons. The results indicated that, for the majority, four components of the classroom environment impacted significantly on the ideal and ought-to selves of the students, namely, the teacher, the group cohesiveness and orientedness and finally, the facilities. However, one factor did not demonstrate such a noteworthy influence: course material. The implications of these findings are that course material may not be as critical as originally thought in influencing student motivation. Moreover, teacher-training could, in future, include training on ideal and ought-to selves in order to maximize the positive effect of the classroom environment, as a whole, on individuals. This could be achieved by, for example, adapting the classroom facilities to suit different student needs, forming groups based on common interests and allowing for extra-curricular activities to enhance group-cohesiveness.