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In SLA literature, it is commonly argued that psycholinguistic factors, such as motivation, attitude or self-ratings of L2 proficiency, are predictors of successful L2 learning. Next to that, children are steadily more exposed to English(-spoken) media in the last decade. As a consequence, some studies set in Belgium and the Netherlands (e.g. Koolstra & Beentjes, 1999; Berns et al., 2007; Van Herreweghe, 2015) found that an extensive media exposure coupled with positive L2 attitudes and high-levels of motivation enhanced lexical acquisition in a setting of media immersion. However, up to now, the grammatical aspect has been left apart. Therefore, by means of an explanatory model, this exploratory study aims to gain insight into L2 English grammar proficiency by young native-speakers of French or Dutch in a setting of English (-spoken) media immersion. This study has a psycholinguistic stance and focuses on six English grammatical categories, including three morphological markers (i.e. plural -s, third person singular -s, and -ing marker) as well as the formation of negations, wh-questions and SVO sentences. The results are divided into three phases. The first phase shows the differences in motivation, attitudes, L2 self-ratings and English-spoken media input between Flemish and Walloon pupils, aged 10 to 12. The second phase concerns the correlations between the aforementioned four factors and the six grammatical categories. The last phase sheds light on the differences in story-telling responses between high and low-proficiency speakers of L2 English. The results first show that all the pupils acquired some L2 English grammar proficiency through English media exposure. Second, they clearly suggest that an extensive media exposure, positive attitudes, high motivation and high self-ratings of L2 proficiency enhance the grammatical proficiency of children, irrespective of their L1. Third, Flemish pupils outperformed their Walloon counterparts because they were more motivated to learn L2 English, had a more positive attitude towards L2 English, rated themselves as better speakers of L2 English and were exposed to English (-spoken) media more frequently than the Walloon pupils. However, as this study is an exploratory study, further research will have to corroborate or contradict the results.