Numerous studies have been carried out to investigate motivation; however, limited research has been done to evaluate how age differences have an impact on the second language learning pattern. This study, therefore, investigated how gender differences place impact on a group of Chinese immigrant students' motivation to learn English. It is hoped that an understanding of Chinese immigrant students' motivation to learn English in relations to age differences would have implications on current teaching and learning practices, based on the adopted motivational theory and that these would enhance learners' motivation to learn English while adjusting to and integrating with the new learning environment. (Contains 9 figures and 12 tables.) [This paper was published in: "Glossa" v3 n2 p365-404 2008.]