This thesis focuses on the issue of motivating learners, especially upper-primary level English language learners. The topic is relevant since learners’ first experiences in language learning might influence their further studies, thus motivating them and make them like the language is essential. The thesis also deals with enhancing autonomy as a way of motivating learners, more specifically, defining learner autonomy, especially in the upper-primary school language classes, the relationship between motivation and autonomy, and why is it advisable to teach learners to become autonomous. There are four case studies on young, European EFL learners in this paper, which are compared and contrasted in terms of what motivates young learners, as well as in terms of the presence of autonomous principles in those classes. Finally, my teaching experiences are demonstrated as regards how I managed to implement the findings of the comparisons of the four case studies in my 60 hours teaching practice.