The aim of this essay has been to gain knowledge about how authentic experiences affect students' motivation for their learning of Spanish and to compare how their motivation is influenced by different kinds of authentic experiences. According to Bryman (2006) the most common methods when doing investigations about motivation are questionnaires combined with structured interviews, within a mixed method, with both quantitative and qualitative instruments. The research has therefore been carried out at a Swedish high school, applying questionnaires at 122 students and structured interviews with 8 students. The results were analyzed with the motivational theories; Eccles and Wigfield's expectancy-value theory och Deci och Ryan's self-determination theory. The results show a tendency of a positive attitude towards authentic experiences during lessons. These seem to be used by the teachers, especially in the form of authentic music and film, and students also consider those activities to positively influence motivation and most of them believe that different authentic experiences could increase motivation, increase the posibility to integrate to internal motivation towards Spanish as a subject, but most consider that real and virtual meetings with Spanishspeaking probably will not do so, since the ability to integrate them rather seem that it might inhibit the students' psychosocial needs.