Given an increasing number of teachers who find it difficult to engage students in teaching, it is  important  to  find  out  but  also  to  understand  the  reasons  why  students  study  geography. Furthermore, as results in education are based on student motivation, since motivation affects both the productive and the receptive knowledge, it is important to emphasize the importance of  motivation  as  a  key  factor  in  education.  Previous  research  in  this  field  is  deliberated, however, this study focuses on learners’ motivation. This study aims to investigate students’ reasons  and  their  motivation  to  study  geography  but  also  to  find  out  whether  there  are differences  concerning  motivation  depending  on  the  factors  of  age  and  gender.  Moreover,  a further purpose is to create a debate about the concept of motivation and present the significance of  motivation  in  learning.  To  achieve  the  aim  but  also  to  answer  the  research  questions,  a qualitative  method  was  used  in  this  study  in  the  form  of  a  survey.  This  study  consists  of  66 participants,  which  are  secondary  school  students  and  university  students  in  Sweden.  The respondents’ answers from the survey were converted into statistics and results are presented in table form and are based on Deci and Ryan's Self-Determination Continuum. Results show that  there  are  statistically  significant  differences  according  to  age  and  gender  concerning intrinsic  and  integrated  regulation.  Based  on  the  findings  of  this  study,  suggestions  for increasing  and  developing  teachers’ knowledge   of   motivation,   since   teachers   have   a predominant role in this. For this reason, this study is valuable from an educational perspective to create successful learning.