This study was designed to examine the relative contributions of student and parents' socio-demographics, students' beliefs about learning, parental support of children's learning, peers' attitudes towards learning, teacher-student interaction and curriculum content to students' motivation to learn. The sample consisted of 275 school-age children ranging from 12 to 16 years old. All measures were constructed for the purpose of this study. Hierarchical multiple regression was used to predict student motivation to learn. Results indicated that students' beliefs about learning, teacher-student interaction and curriculum content contributed to the United Arab Emirates middle and high school students' motivation to learn. Implications for research are discussed. (Contains 4 tables.)