This study investigates whether there is a relationship between student motivation and Focus on Form (FonF) frequency in English language teaching (ELT), with a focus on Swedish upper secondary school. The goal is to identify potential patterns of inefficiency in ELT that may need remediation, and to investigate potential benefits of promoting student motivation in ELT. The theoretical framework encompasses second language acquisition (SLA), FonF, ELT, corrective feedback and student motivation, including theories regarding intrinsic and extrinsic motivation. Previous research includes findings regarding reactive and pre-emptive FonF, as well as motivational strategies. The applied methods include a questionnaire for self-evaluation regarding the students’ motivation in regard to English learning, and structured classroom observations. Three groups of students partook in the study: two groups attending an academic upper secondary school program, and one group attending a vocational upper secondary school program. One lesson á 55 minutes per group was observed. The results indicate that pre-emptive FonF occurs more frequently in groups with high intrinsic motivation, suggesting a potential relationship.