Massive migratory movements have generated great concern regarding the social integration of migrants, both in the countries of origin and destination. Since learning the host language is the main element of inclusion and social cohesion, the fundamental role of motivation as an active part of the process and optimal learning outcome cannot be underestimated. Therefore, the present study draws on Dörnyei's L2 Motivational Self System (L2MSS) to explore the motivational experience of ten professional migrants learning the local language of their new communities through Thomson's Six-Phase Program (SPP). The qualitative analysis of interview responses using the WebQDA platform showed that the SPP methodology provides a favorable context for the L2 learning experience and that both ideal L2 self and ought-to L2 self are not mutually exclusive. The practical and possible goals of the SPP sustain their motivation, and it is their progress which incentivizes them to reduce the gap between their present self and their future self.