The purpose of this study is to identify the relationship between English learning motivation and gender for high school students. The 163 students at S High School in Gyunggi-do participated in this study. The students completed the questionnaires: 14 items of English learning motivation and proficiency and interest in English. As shown other studies of university students, high school students relied on more instrumental motivation than integrative one. In the instrumental motivation, they tend to concern with practical purposes such as their future job, good grade, entrance of university, and so on. In the integrative motivations, they tend to be motivated in the items such as listening and speaking in English, and knowing various culture and people. Some factors have correlations depending on items and types of motivations. First, gender does not have any correlation to other three factors such as grade, English proficiency, and English interest. However, grade is significantly correlated to English proficiency, and English proficiency is significantly correlated to English interest. Second, two types of motivation correlate each other. Third, students`` grade indicates correlation to instrumental motivation. Fourth, English proficiency correlates to the instrumental and integrative motivation. Fifth, English interest correlates to two types of motivation. The results imply that the more interest in English students are, the more motivation they have in learning English.