English language learning and teaching are currently considered highly important for the development of educational quality and the enhancement of teacher professionalism, as English serves as an essential tool for communication, research, and access to international knowledge. Motivation for learning is a critical factor influencing academic achievement, language skill development, and the formation of positive attitudes toward learning among pre-service English teachers. Therefore, it is necessary to study the conditions for creating motivation in English language learning and teaching to use the findings as guidelines for developing effective instructional management aligned with the current educational context.This research aims to study the motivational conditions in learning and teaching English among English education students in years 1-3 at Champasak Sangha Teacher Training College during the 2024-2025 academic year. The study employs a survey research design with a population consisting of 28 teachers and students selected through Total Population Sampling. The instrument used for data collection was a 5-point Likert scale questionnaire. Data were analyzed using basic statistics, including frequency, percentage, mean, and standard deviation.The results of the study indicated that the overall motivation level for learning and teaching English among the student teachers was at a moderate level ($\mu=3.24$, $\sigma=1.35$). Considering each dimension, the outcome of motivation yielded the highest mean score ($\mu=3.29$), followed by motivation in teaching ($\mu=3.19$). Furthermore, the item with the highest mean score was encouragement and praise from teachers to students ($\mu=3.52$), reflecting that positive reinforcement from teachers is a vital factor in stimulating students' learning motivation. Conversely, social confidence received the lowest mean score ($\mu=2.55$), indicating that students still lack confidence in interacting and using English socially. Regarding the outcomes, increasing students' ability to express opinions had the highest mean score ($\mu=3.66$), demonstrating that students noticed improvements in their thinking and communication skills after the instruction. However, the ability to communicate with native speakers received the lowest mean score ($\mu=2.38$), likely due to environmental constraints and limited opportunities to practice English directly with native speakers.In conclusion, the motivation for learning and teaching English among pre-service English teachers is at a moderate level, with encouragement and support from teachers being the most influential factors. Therefore, educational institutions and teachers should place greater emphasis on creating a conducive learning environment and providing more opportunities for students to practice communication skills with native speakers to foster motivation and sustainable English learning efficiency.