The present study aims to reveal the motivation levels of secondary school students and their attitudes towards a Social Studies course. This study employed a mixed method approach. The quantitative data were collected through the use of an "Academic Motivation Scale" and an "Attitude Scale for a Social Studies Course". The qualitative data were obtained through a structured interview. Four hundred and forty-three secondary school students participated in the quantitative part of the study, while forty-five secondary school students participated in the qualitative part of the study. The results of the quantitative section are given in two separate parts: a motivation scale, and an attitude scale. A significant difference was observed in the introjected regulation levels of male secondary school students. The scores for identified regulation and motivation were in favor of female students. There was no difference in the motivation scores according to the socio-economic levels of the students. However, the motivation levels of the students decreased as the grade level increased. The attitudes of participants towards the Social Studies course did not differ according to both gender and grade level of the participants. According to the school variable, a difference was observed between schools with a low socio-economic status and those with high socio-economic status. The qualitative data revealed a majority of students had positive attitudes towards the Social Studies course. Furthermore, the factors that enhance student motivation towards the Social Studies course were found to be related to the study of History, having an interest in the course, and the way the course is taught.