This qualitative research is a phenomenological study of successful language learners’ perspectives on their language experiences. It looks at different particularities among successful language learners and extract possible shared concepts in regards to their lived experience. The analysis of the data was possible through the lens of two separate fields: Second Language Acquisition and Flow Theory (positive psychology). This study considers the perspectives of four participants from the University of Oklahoma: Emmanuelle, a French international student who is fluent in English; Rebecca, whose fluency in Spanish is near-native; Scott, whose master of French is outstanding and Andrew, who is fluent in Chinese Andrew used the word Chinese throughout the interview, whereas Emma used the word Mandarin, so both of these words will be used interchangeably although they do not have the same meaning. Although some of my participants were fluent in a third (or fourth) language, this study focused on the second language they master the most. One of the findings was that they experienced a “Language Epiphany” in their language experience. This epiphany corresponds to a feeling of being creative with the second language. They realized they were able to create complex sentences they had never heard before. From this moment in their experience with the language, their learning rate became more significant and more enjoyable. I conclude my dissertation with possible implications for teaching.