This study investigates how students' attitudes toward English at Inshafuddin Islamic Boarding School are affected by Positive Discipline. Six participants were chosen to share their insights through diary using qualitative phenomenological research. Based on Wenden's (1991) theory, the study identifies the cognitive, affective, and behavioural components of language attitude. Garvin and Mathiot's (1968) framework were used to analyse aspects like language pride, language loyalty, and awareness of norms. The results showed that associating English proficiency to academic and success stimulated strong cognitive engagement with English, which is fostered by positive discipline. Moreover, Positive Discipline changed negative emotions by providing constructive criticism and encouragement. Students showed more self-assurance, regular English usage, and active engagement in language practice. In addition, students’ language pride, loyalty, and understanding of language norms were improved through the implementation of Positive Discipline. This study highlighted the effectiveness of positive discipline in shaping language attitudes and suggests its broader application for fostering student motivation and language development.