Foreign language skills come under the spotlight in higher education (HE) in Hungary. At present, Hungarian HE students are required to pass at least one intermediate level general or professional language exam in order to earn a degree, but from 2020, having an intermediate language exam will be a requirement for admission to HE. Thus, it is important to examine the foreign language-learning attitude of HE students as well as their family background that could affect their attitude. Expansion brought several non-traditional student groups to HE, which used to attract only the most talented upper-class students. However, a number of research studies highlight that motivation, attitude to learning, and the socioeconomic background of the students are influential factors not only in HE but also in foreign language learning. In this study, we present the results of our quantitative analysis performed on the Hungarian subset of the IESA-TESSCEE II. 2014 database developed by CHERD-Hungary. Using cluster analysis, the students could be clustered into four categories. Our results show that students whose parents have a low level of education are mainly motivated by the requirement to pass the necessary language exam to earn a degree. Students with a language certificate are driven by cultural interest to learn a foreign language. Students in Master Degree programs experience the practical benefits of learning a foreign language. Significant correlations between language attitude and the financial status of the family were not detected.