This study investigates whether Taiwan's policy of requiring Aboriginal students to pass a Certification of Aboriginal Culture and Language Proficiency (CACLP) exam in order to receive preferential admissions treatment can motivate them to learn their endangered ethnic languages. The policy was introduced in 2002 and requires students to pass the CACLP or see their preferential score bonus decline over time. Survey results found that students were mostly motivated by integrative rather than instrumental reasons, such as proving their ethnic language proficiency. However, the CACLP may not guarantee continued learning of ethnic languages. Longitudinal studies are still needed to fully evaluate the policy's effectiveness.