本文旨在探討軍校入伍生的英語能力、學習動機和學習態度，總共有682 員三軍七校入伍生682 員擔任受測對象，含596 員男生和86 員女生，學生除填寫一份個人背景、學習動機、態度、學習強度等問卷調查外，並接受英語能力測驗 (考試題本採用國軍美語課程分級能力測驗)。經SPSS 統計分析，結果顯示一般學生的學習動機是實用性大於整合性，且具積極的學習態度，而學習強度則是英語學習成就的最重要指標。此外，本研究中男學生的表現優於女學生，且中正預校畢業生成績亦高於非中正預校畢業生。經題目難易度分析，學生最需要加強的地方仍是英文單字、片語和文法結構。

This paper aims to investigate military school freshmen’s English in general, and to explore the differences in English performance and learning behaviors between students from different background in particular. . Subjects were 682 freshmen in 7 military schools, including 596 males and 86 females. American Language Course Placement Test was used to test students’ English proficiency and a questionnaire dealing with students’ background, motivation, attitudes and motivational intensity was adopted as the research instrument. Together with descriptive statistics of mean, standard deviation and frequency of the questionnaire, a correlation analysis, One-way ANOVA, T-test, and Regression Analysis were processed by SPSS (Statistical package of Social Science). Findings showed that students are motivated to learn English more instrumentally and hold positive attitudes toward English learning, while motivational intensity is the best predictor of their English achievement. There is a significant difference in learning behaviors between good learners and low achievers. In addition, a significant difference exists in listening and reading between males and females, between Chung Cheng Preparatory School (CCPS) and civilian ones (Non-CCPS), as well as among the seven military schools. Furthermore, the analysis of the difficulty degree of test items will provide English teachers with a better understanding about students’ strength and weakness which is hoped be helpful in afterward instruction.