The focus of this study is regarding Orang Asli students’ motivation in learning English within a K9 school context in Malaysia. Orang Asli students are among the most educationally marginalised groups, and despite initiatives such as the K9 school model aimed at improving access and reducing dropout rates, challenges in English language learning persist, particularly in relation to motivation. This study employed a mixed-method case study approach involving two Form 2 Orang Asli students. Quantitative data were collected using a motivation questionnaire measuring intrinsic motivation, extrinsic motivation, and language anxiety, while qualitative data were obtained through semi-structured interviews. Due to the small sample size, quantitative data were analysed descriptively, and qualitative data were analysed thematically. The findings revealed that both intrinsic and extrinsic motivation levels were relatively high, with extrinsic motivation slightly higher, indicating that students were motivated by future-oriented goals such as employment and communication. However, the findings also highlighted the presence of language anxiety, particularly related to speaking English in class. Interview data further revealed that teacher support, peer and family encouragement, and opportunities to use English outside the classroom played important roles in influencing students’ motivation. The study concludes that while Orang Asli students demonstrate positive motivation to learn English, emotional and linguistic challenges may hinder their confidence and participation. The findings highlight the importance of engaging pedagogy, supportive classroom environments, and culturally responsive teaching practices in enhancing English language learning among Orang Asli students in K9 schools.