This study examined relationships among EFL valence, course aspects, experience, and performance. Participants were 103 first-year students with various majors at a Korean university; they responded to the survey questionnaire consisting of 30 items. Paired-samples t-tests and regression analyses were conducted using SPSS 21.0. Individual Valence significantly influenced the course aspects that are closer to the nature of learning (i.e., Atmosphere and Syllabus) and Internal Experience, the only factor that had a statistically significant relationship with Course Performance. Collective Valence’s influence on Internal Experience was significant rather in the negative direction. As the learners turned out to be relatively more driven by Collective Valence pursuing outside causes, instructors are suggested to include elements that can help them enhance individual learning valence in the curriculum. Future studies could include resilience or asking instructors for help as key factors for performance for more insightful implications. Key Words: EFL Valence, Course Aspect, Course Experience, Course Performance, Motivational Antecedent