The following article examines the methodological considerations involved in carrying out a trinational comparative survey of pupils' attitudes to learning French, German and English (as foreign languages) at comprehensive schools in England, Germany and the Netherlands. The research was conducted as part of a Ph.D. study aiming to describe the nature of the pupils' attitudes and to examine and compare the pupils' perceptions of educational and socio-cultural influences in the different contexts. A discussion of the broader theoretical framework in which the study is located is followed by an analysis of research design and decision-making. This includes a detailed review of country, sample and instrument selection, along with an examination of the practicalities of access, piloting and analysis. Finally, a number of ethical issues are considered.
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