The study was aimed at determining the essential factors that motivate Ecuadorian university students' English learning. The study adopted an explanatory sequential mixed methods design by means of the administration of online questionnaires to 2077 students and 109 English instructors. The initial quantitative study results were further explained through a qualitative phase, which allowed undergraduate students to provide their own views, thoughts, and experiences about major factors related to types of motivation. Furthermore, eight focus group discussions (FGDs) were conducted, which helped to gain insights to explain the motivational factors determined in the quantitative phase in more detail. Quantitative and qualitative data sets, therefore, were integrated to gain a solid understanding of student motivation in the learning of English as a foreign language within the higher education system in Ecuador. The results showed that students felt motivated to learn English because it was the primary language of international communication that would allow them to accomplish personal, academic, and professional goals. The findings suggest that motivated undergraduate students are highly interested in interacting with people worldwide, furthering their education overseas, and setting themselves apart in their upcoming professional careers thanks to their English knowledge. Their main motivation towards language learning goes beyond the compliance of a graduation requirement only. This study result also provides important insights into a student-centered instruction mainly grounded in key factors that motivate university students' English learning.