This paper discusses how adult learners react affectively to the language learning experience. Affective factors have just recently begun to be the focus of research in the field, although they have always been object of reflections throughout the years. The theoretical part briefly introduces the concept of affect and explains its relevance to teaching. Classroom lessons and motivation are also presented as crucial matters for this study. A group of six students was observed during four classes and took part in a classroom activity which also provided data for this investigation. It was noticed that these students experienced insecurity and lack of sense of achievement; however, they promoted a great classroom environment and had lots of motivation. Learners were also asked to write a narrative describing their own language learning experience. These accounts were analyzed according to the principles of the qualitative research tradition grounded theory, and positive and negative affective reactions were pointed out and categorized. Social relations 29 per cent, language awareness 25 per cent, motivation 22 per cent and past experiences 16 per cent were the main reasons for affective responses. The narratives also confirmed that their good relationship and the need and satisfaction in learning helped overcome their problems with the language itself. This study provides methodological and epistemological variety in this kind of research. It also helped understand better this particular group and may be the basis for future actions.