The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program. These programs were chosen for several reasons. First, comparative studies on the various variables and constructs relating to English Learners in these two instructional models are not abundant. Second, various studies from Thomas and Collier (2002), Klesmer (1994), Ramirez et al (1991), Cummins (1981) concluded that Dual Language Immersion students had higher academic achievement. Thirdly, the question of whether the additive and subtractive models associate with different motivational outcomes for English Learners has not been adequately addressed. The result showed significant differences in DL students attributed higher task values to English language arts and reported higher self-efficacy in English grammar than those in the TBE Program. Second, DL teachers considered students' needs and cultures when lesson planning. Third, DL teachers used grouping much more. Fourth, DL teachers were more willing to allow students to have more autonomy, authority and were more flexible in decision-making and planning and in the use of time as outlined by the TARGET protocol. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]