Having a high proficiency in English is increasingly in demand, yet success requires perseverance and motivation. This paper aims to determine the factors that affect language motivation in a group of students in Primary Education, and to derive implications for improving motivation at Primary level. To this end, a qualitative case study was carried out with year 3 primary school students in a public school in Zaragoza. In order to understand the different factors affecting motivation (and demotivation), several research instruments were used, which allowed me to analyse and compare the perceptions of the observer, the teacher and the students, as well as to draw data from classroom observation. The results indicate the group of participants has a high level of motivation in general terms, although significant differences are observed between students with different family backgrounds. In addition, there are other factors affecting motivation including the ones related to future goals of language learning, the learners’ self-confidence and to the learning situation. In terms of implications for teaching, it has been concluded that second language teachers can influence almost every component of motivation. Based on the results of the study, a number of implications and recommendations have been put forward in order to increase learners’ interest. More particularly, it has been concluded that teachers need to give students sufficient autonomy to take ownership of their own language learning process as a means to increase their engagement with the language. <br /
