This study used a mixed-method approach to investigate the supports that primary students need in increasing their levels of motivation towards English language learning, to examine parents’ behaviors and beliefs that influence their children’s English learning, and to investigate the level and main type (integrative or instrumental) of the primary students’ motivation for English language learning. A modified 25-item motivation survey adopted from Attitude Motivation Test Battery (AMTB), including seven statements from Gardner and eight statements from Dornyei, was administered to 173 primary school students and combined with ten statements designed by the researcher and 18 items for interviewing. The results of the study revealed that the primary students need to increase their levels of motivation towards English language learning. However, the study also revealed that parental and environmental factors, in addition to the integrative and instrumental factors, are significant factors that influence the children’s motivation and the ability for effective English learning. The results lead to the conclusion that social class, combined with cultural elements related to the status, family background, and environmental language are some of the relevant socio-cultural factors that influence language learning.