This study examines the levels of motivation among secondary school students in learning geography, as well as the factors influencing their motivation. Utilizing a convergent mixed-methods design, data was collected through survey questionnaires and focus group discussions. The quantitative findings indicated a high level of motivation among students, supported by qualitative findings revealing intrinsic and extrinsic motivations such as interest in the subject. Factors influencing motivation included teaching strategies, teacher attributes, and teacher-student relationships. Moreover, interactive teaching methods, friendly and approachable teachers, and positive teacher-student relationships emerged as significant influencers of student motivation. This study contributes to the understanding of motivational factors in the context of geography learning, providing insights for educators and policymakers to optimize teaching practices and curriculum design. The present study concludes with practical implications, limitations of the study and recommendations.