The major purpose of this study was to investigate the relationship among Willingness to Communicate (WTC), motivation and English proficiency within a population of Korean college students learning English as a foreign language (EFL). Based on previous studies, questionnaires were used to collect data. Two hundred one Korean college students of different majors participated in the study. They were asked to fill out the questionnaires related to WTC and motivation, English proficiency, perceived speaking ability. Descriptive statistics, factor analysis and Pearson correlation were conducted to investigate the relations between WTC and motivation of Korean college students. Factor analysis indicated that there are ten motivation components that affected Korean EFL learners' English learning, of which instrumentality prevention, motivated behavior, ought-to self and family influence were top four types. WTC had a close correlation with motivation, English proficiency and perceived speaking ability. At the same time, WTC was correlated with sub-components of motivation. Based on the findings, some suggestions for enhancing Korean EFL learners' English proficiency were given as well. (Contains 9 tables and 1 figure.)