Directed motivational currents (DMCs) is a novel construct investigated by motivation researchers. Earlier studies on DMCs have focused on explaining its unique nature while the individual difference (ID) factors impacting upon its power and long-term sustainment has been under-researched. The aim of this research study was to reveal the structural interactions among DMC dispositions, self-regulated strategy use, language learning effort, ideal L2 self and imagination capacity/vision of tertiary level EFL learners in Turkish higher education context. The study was conducted with 305 participants and it employed a quantitative research design. Data were collected using a composite survey instrument. Findings showed that imagination capacity, ideal L2 self, language learning effort, and self-regulated strategy use had direct or indirect effect on DMC experience. It is probable, therefore, that these ID factors could help explain long-term existence of DMCs depending on the strength of their predictive power. On the basis of these findings, providing learners with vision-setting and visionsustaining activities, encouraging them to put effort into the learning process and teaching them how to self-regulate via some external interventions were proposed to enhance the strength and sustainment of this unique experience.