This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test Battery (AMBT) in order to investigate their main type of motivation (integrative or instrumental) (Gardner 1985). Results show that participants are clearly integratively motivated towards English language learning. However, in line with Dornyei's "L2 motivational self-system" theory (2009), results suggest a no longer clear-cut separation between integrative and instrumental motivation. [Paper presented at the 7th World Conference on Educational Sciences, (WCES-2015), 05-07 February 2015, Novotel Athens Convention Center, Athens, Greece.]