The present study aimed to explore whether the reasons for which blind students (BSs) learn English differ from those of normal students (NSs). To this end, Motivations Underlying English Language Learning Scale (MUELLS) designed and validated by Khodadady and Ashrafborji (2013) was administered to 120 BSs who studied English as part of their curriculum at two junior and senior high schools in Mashhad, Iran. The results showed that compared to NSs whose domain of motivation consisted of three genera, i.e., Intrinsic, Extrinsic and Communicative, BSs’ motivation comprises eight, i.e., Intrinsic, Self-Satisfying, Other-Satisfying, Communicative, Self-Enhancing, Extrinsic, Socializing, and Self-Encouraging. The correlational analysis of genera constituting BSs’ motivation domain showed that they differed from each other in terms of relationships they held with each other. The difference in the number as well as structure of genera comprising NSs and BSs’ domain of motivation is discussed in terms of microstructural approach of schema theory and suggestions are made for future research.

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