English Medium Instruction (EMI) is widely used as a method of simultaneously delivering discipline-specific content and instruction in English as a Foreign Language. Meanwhile, among factors related to learner affect, learner motivation is known to be a key predictor of success in the classroom. A systematised review was conducted to gain an understanding of the relationship between EMI and motivation. Three major educational databases were searched, and five recent studies of relevance were found. Three research questions, on themes including the degree of motivation and motivational categories, will be discussed in a narrative review. Although a relationship was found between EMI and motivation, this did not mean that learners motivated to study content in a second language would succeed in doing so, despite their beliefs that they would. Furthermore, differing methods of classifying motivation caused difficulties with synthesising studies. As a result of the review and discussion, it is recommended that institutions conduct and act on needs analyses and utilise tools that allow EMI classes to succeed. Where a lack of language ability is significant, alternatives, such as Content and Language Integrated Learning or supplementary programmes in English for Specific Purposes could be more appropriate.