This study aims to compare primary school students' attitudes and motivationtowards English and Mathematics and identify potential reasons for differences in motivationand attitudes that may have emerged. The study uses a quantitative method approach, withquestionnaires used to develop a holistic understanding of the research questions. Participantswere primary school students from schools in HongKong. The results of the study are as follows First, gender does not explain a significant amount of variance in subject preference. Second, students' enjoyment of English lessons was not a significant predictor of their Englishperformance. Third, Students' enjoyment of English lessons was not a significant predictor oftheir confidence in their ability to perform well in Mathematics. Theoretical frameworksrelated to motivational theories, self-determination, and goal orientations are discussed. Thepaper concludes with recommendations for future research and implications for fosteringpositive learning attitudes.