In this chapter, eight second language Spanish high school learners’ experiences of task difficulty and motivation are used to evaluate a two-week task-based domestic immersion camp that took place at a United States university during the summer of 2019. We examined students’ experience of task difficulty through a Likert-scale questionnaire (Robinson, 2001b) and time estimation (Baralt, 2013) elicited immediately following each task cycle. We also examined students’ daily journal entries and end-of-program surveys for comments relating to their experience of task difficulty. Students’ task-specific motivation (Torres & Serafini, 2016) was measured via a Likert-scale questionnaire given after each task cycle. Students also completed complete nightly journals in which they reflected upon their interactions in Spanish, which provided context to explain changes in motivation. Results reveal that students differentially experienced task difficulty in relationship to their motivation and perceived competence. Overall tasks were experienced as designed, being challenging but not overwhelmingly difficult. Certain days and domains were found to be more difficult than others. We discuss how these data contribute to a greater understanding of the intersection between task difficulty and motivation in a task-based immersion context and outline what changes will be made to our program based on these data.