This chapter explores approaches to motivating English language learners in multipolar classrooms. It begins by considering this question in relation to three core notions of multipolarity that also relate to our understanding of motivation: diversity, plurality and malleability. The chapter goes on to consider the importance of context and of the learner group, exploring group-level counterparts to individual motivation (including, e.g. group cohesiveness and group norms) and both the challenges and opportunities that may present themselves when teaching multipolar groups. The relationships between students’ motivation and language testing and assessment are then explored, highlighting the futility of considering the former without attention to the latter. Reflecting the foundational role of language teachers in all instructed classroom contexts, the chapter closes by highlighting the importance of teacher training (both initial and continuing) and teachers’ professional wellbeing to their ability to support students’ motivation in multipolar classrooms.