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This study investigated English first language (L1) speakers’ motivation for learning Chinese as a second language (L2) in Australia and the links of underlying motivational components to learner sociobiographical (e.g. gender and reasons for learning) and language learning variables (i.e. experience abroad, hours of self-study, and speaking with Chinese L1 speakers). A total of 164 Australian university students participated in the study. The findings show that instrumentality (e.g. employment and travel) tops their orientations to learn L2 Chinese, followed by integrative orientations (e.g. interest in the Chinese language and culture and desire to communicate with the Chinese people), with mandatory requirements as the least agreed reason. Statistical analyses reveal that the underlying structure of their motivation consists of six components: intrinsic motivation, orientation, anxiety, integrativeness, instrumentality, and sociality. Some of them are linked to certain learner bac