This study investigates motivating factors of Japanese university EFL students, particularly those whose majors are not English or intercultural studies. The authors used a mixed-methods approach, combining quantitative data from 326 students at four-year universities (private and public) in Western Japan, as well as interviews with eight students from the same universities. For quantitative data collection, this study uses an adaptation of a 14-item questionnaire, created to measure two types of L2 motivation: instrumental and integrative, adapted from Gardner (Gardner, 2004). In this research, the quantitative results showed little difference between the two types of motivation. For the qualitative data analysis, semi-structured interviews were conducted, asking 14 open-ended questions to elicit more details on participants’ ESL/EFL experiences and their motivation for learning English. Looking at the items that had the highest mean scores as well as the ones with the lowest scores, this research gauges the learners’ experiences, reasons, and attitudes towards learning English. In general, participants in this survey appeared to be motivated to learn English. They seemed to be interested in cross-cultural interactions and relationships, as well as developing English competence for utilitarian matters, both professionally and privately. However, both the quantitative and qualitative measures appear to indicate that the participants had mixed opinions about studying English as a subject at school.