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Oh, Maria. “Pre-service Teacher A’s and B’s English Learning Motivation and L2 Identity.” Studies in English Language & Literature. 43.1 (2017): 293-316. The purpose of this study is to understand elementary pre-service teacher A's and B's English learning motivation and L2 identity embedded in English learning experience. The participants were two of 49 primary pre-service teachers who took 'English Teaching Methodology' in Spring and Fall 2015 at J teachers' college. In 2016, A and B were invited to the study because A was active and B was not while taking the class. They were interviewed three times in January and February and two times in December at a researcher's office individually about their life-long English learning experience. The following study results emerged: (1) A had a wonderful time with his uncle's family while learning English for two years at a Canadian primary school. At secondary and tertiary schools, he learned English to prepare for his English subject tests or Korean SAT(Scholastic Aptitude Test). He also enjoyed watching English TV dramas and doing SNS activities with his Canadian friends; (2) A's ideal L2 self was developed while learning English in Canada with his Canadian friends and learning test-oriented-English in Korea mainly because of his wonderful memory of Canadian primary school days; (3) Most of B's English learning was based on stress because he felt he had no choice while he had to read many highly-advanced Economics books at secondary school days with his private tutor; (4) B's ought-to L2 self was developed because he felt he was doomed to learn “NOGADA-English(노가다영어)” as one of the Koreans who need English for better future. Based on the study results, suggestions are made to develop theories and practice of Korean students' English learning motivation and L2 identity.