Research on French second language learners’ attitude towards the language has shown that they generally perceive Quebec French in a negative light. At the same time, research has also shown that French learners who receive explicit instruction targeting aspects of language variation across different varieties of French actually come to appreciate the diversity of French language use. However, the connection between the explicit instruction of sociolinguistic traits unique to Laurentian French and the linguistic attitudes resulting from this instruction has yet to be examined. To address this shortcoming, surveyed were three groups of French learners (N=46) enrolled in an advanced university course on French language variation. After receiving explicit instruction on specific variants that can express the interrogative in French (e.g., inversion, est-ce que, rising intonation and rising intonation followed by a particle), learners responded to a series of open-ended questions designed to solicit their opinion about the use of rising intonation followed by the particle tu. Content analyses of opinions revealed that following explicit instruction, the majority of learners (43/46) reported a positive perception about the use of this form. However, positive attitudes towards this form did not necessarily result in all learners wanting to use it in their everyday speech. Discussed are some of the different reasons learners evoked as to as why the form was or was not integrated into their own sociolinguistic repertoire.