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Second language acquisition (SLA) is a vital field in linguistics and education, involving understanding cognitive abilities, emotional states, and social contexts to develop effective language learning strategies. The study aims to identify cognitive, affective, social, and individual factors influencing L2 learning, assess their impact on language acquisition, and explore the potential for personalized instruction based on these determinants. This mixed-methods study involved 100 English learners aged 8-45, categorized into younger and older groups. Quantitative data was collected through standardized tests such as the modern language aptitude test, Gardener’s attitude/motivation battery, and questionnaires such as motivation questionnaire, exposure questionnaire, and a custom-designed questionnaire for L2 interaction in different contexts. Qualitative data was collected through semi-structured interviews and case studies to capture personal experiences in SLA. Quantitative data was analyzed using multiple regression analysis and factorial ANOVA. Thematic analysis of the participant's experiences and case studies was conducted for qualitative data analysis. The study found that age alone is not a predictor of SLA success, whereas motivation, exposure, and aptitude are most important among them. Younger learners had better pronunciation and grammatical accuracy, while older learners performed better in vocabulary and explicit grammatical knowledge. Integrative motivation was a significant predictor of L2 proficiency, while high language aptitude, particularly in phonetic coding and grammatical sensitivity, was linked to faster and more successful acquisition. Immersion environments were found to be more effective for L2 learning. Structural differences were causing negative L1 interference which significantly influences language learning. The study highlights the importance of age, motivation, aptitude, exposure, and L1 influence in L2 acquisition, emphasizing the need for personalized teaching strategies.