This thesis investigates upper secondary students’ motivation and attitudes towardslearning English. The study is conducted in a Swedish upper secondary school,involving students from the science and social science programs. The study aims toverify whether there is any potential pattern behind students’ attitudes and motivation inrelation to their programs. A qualitative method has adopted to investigate students’motivation and attitudes towards learning English. The 41 participants have answeredonline questionnaire which were subsequently manually analysed. The results haveshown that the students from both programs have a negative attitude towards learningEnglish, in all three aspects of attitudes that where investigated. In contrast, studentshave shown a more positive motivation towards English learning, particularly regardinginstrumental motivation. Results do not show particular differences between studentsfrom the science and social science programs, showing, instead, notable similarities.