Based on family cultural capital theory, social stratification theory, and learning motivation theory, this study examined the factors influencing the 7th graders' English achievement. Data used in this study were from a survey concerning 7th graders' learning collected in Keelung City. Regression analyses of the data from a total of 2,750 respondents revealed the following results. First, the students' family socioeconomic status (SES) and time spent on English learning in cram schools were significant factors. Further, the male students, students whose parents were Taiwanese aborigines and students from one-parent families had significantly lower English achievement than female students and students whose parents were not aborigines and those from traditional families. Moreover, it was demonstrated that family cultural capital, time spent on English learning in cram schools, educational expectations, English learning motivation, and Chinese academic achievement mediated between the background variables and English academic achievement; each mediator's predictive power varied from two to five times of that of the participants' family background. When the students' Chinese academic achievement and English learning motivation were added to the model, the strength of SES and family background was reduced.