This study compares the effects of schooling and out-of-school linguistic experiences regarding two aspects of the learning of French as a second language by Anglophones in a majority setting: oral and written proficiency in French and cognitive-affective predispositions toward the French language and Francophone community. The results obtained support the hypotheses that language experiences through schooling are to a greater extent associated with French proficiency and that out-of-school experiences are especially associated with cognitive-affective predispositions toward the French language and Francophone community. We discuss the relevance of including significant sociocultural contacts in second language study programs. Other research can contribute according to their capacity to further clarify the relationship that unites schooling and social environment to learning a second language in a majority setting.