Abstract: Within the theoretical framework of Dörnyei's L2 MSS and Higgins' regulatory focus, the current study, by adopting cluster analysis, explores the dynamic construction of five types of learners' L2 motivational selves (426 college freshmen as subjects) by their ideal L2 self, ought to L2 self, L2 learning experience, and the interaction between learners' regulatory focus and their motivational factors. The results indicate that (1)cluster analyses, with an emphasis on learners rather than variables, are conducive to revealing the dynamic complexity of L2 self; (2) five types of learners demonstrate distinct motivational configurations, i.e., the ideal self being associated with strong motivation and less anxiety, and the ought to self being associated with weak motivation and more anxiety; (3) while the promotion focus motives are associated with motivated behavior of both the promotion and prevention oriented learners, the prevention focus factors only works for the prevention oriented learners. The study suggests that there are learners of different motivational types and orientations who approach the learning process through different motivational paths.