Second language acquisition (SLA) research emphasizes the role of imagination in language learning, with learners often envisioning themselves engaging with native speakers. However, learners' language preferences may differ from those of native-speaker communities. For example, while regional language is used in native-speaker communities to express identity and group affiliation, L2 learners may overlook its social importance. This exploratory study examined how sojourning L2 learners (n = 8) perceived the use of so-called "standard language" when directed at them by their German native-speaker peers at three timepoints during their sojourn. Results from Wilcoxon signed-rank tests showed no significant differences in sojourners' preference toward standard language. To deepen the interpretation of results, qualitative data explored a shift in the directionality of sojourners' average perception under the dimension related to their L2 German proficiency. Taken together, these findings suggest learners' preferences may challenge conventions present in native-speaker communities as well as the goal of speaking "like a native speaker." Implications emphasize the need for learners to critically reflect on classroom language versus real-world use, which in turn, also encourages students to develop realistic expectations, value diverse linguistic identities, and ultimately reduces pressure to conform to native-speaker norms.