Given the difficulties that different groups of students experience in learning English, and assuming that linguistic background, among other factors, impacts attitude towards learning English, three random samples of 50 six graders from among all Turkish, Kurdish, and Armenian six graders in Urmia were given three instruments of assumed validity and reliability measuring the three constructs mentioned above. Data analyses revealed no significant difference between the three groups of students in all three areas of interest. However, some differences between girls and boys were observed as girls showed to be more resolute, while boys were of more interest, need, and control. Perhaps the results are indicative of a measure of social and educational justice among different linguistic, ethnic, and cultural groups.