This study investigated the relationship between the temperament dimensions, home environment factors, and the two types of young children’s learning motivation. The study aimed to investigate the relative contributions of predictors and identify the predictors of young children’s intrinsic and extrinsic learning motivation in a classroom-based setting. To do this, 296 mothers of 5-year-old Korean children responded to a survey on children’s temperament and home environment. Teachers of the same children rated the children’s intrinsic and extrinsic motivation. Five temperament dimensions and two home
environment factors were associated with children’s motivation in class. After controlling for family socioeconomic status and children’s gender, children’s level of attentional focusing and the verity of developmental stimulus presented at home made unique contributions to their intrinsic learning motivation in class. However, children’s extrinsic motivation was not predicted by any of the children’s temperament and home environment characteristics.