The present study seeks to investigate the issue of motivation in the context of EAP learning. Specifically, it investigates the effect of EAP syllabus, level of English and involvement in learning on students’ motivation, strategy use and performance in EAP. The results indicated that students’ trait motivation remains largely unaffected by the EAP syllabus. On the contrary, involvement in learning significantly affects students’ state motivation. An important implication for EAP teaching is to provide a framework to support students’ limited at this age internal regulation resources. External regulation that maintains students’ involvement in learning will equip students with abilities and skills that will facilitate their lives in the long run.