This study investigated how learners' motivation to improve their pronunciation (i.e., pronunciation-focused motivation) influences their L2 pronunciation achievements. This relationship was explored separately in an online (n = 28) and a face-to-face (F2F) (n = 49) learning environment with beginner learners of German. In the online learning environment, learners were divided into two groups: a group that received computer-assisted pronunciation training (CAPT) over the course of the semester and a group that did not receive targeted pronunciation training. In the F2F learning environment, learners were divided into three groups: a group that received CAPT assigned as homework, a group that received teacher-led, in-class pronunciation training, and a group that did not receive pronunciation training. Pronunciation gains were assessed by means of native speaker ratings of learners' comprehensibility and accentedness at the beginning and end of the semester. Pronunciation-focused motivation was measured with a 12-question survey administered at the beginning of the semester. Results from both learning environments showed a relationship between motivation and pronunciation achievement, but only among the groups that had received pronunciation training. Findings further suggested that motivation had a larger influence on gains in accentedness than in comprehensibility. Pedagogical implications of these findings are discussed.