As distance education expands its territory, various empirical studies on distance learners and their learning are more necessary. The purpose of this study is to understand distance learners’ motivation and suspension of their learning and to provide useful institutional implications for supporting distance learners. This study is designed to explore the types of learners’ motivation for entering distance institutions and to examine the relationship between their motivation types and suspension in higher education curriculum. The learners’ motivation for entering distance institutions consists of entering higher education(2 factors) and choosing distance institutions(3 factors). Students from a national distance university participated in the online survey including inventory of motivation and non-persistence, and 3350 cases were analyzed. Using cluster analysis, five types of learners’ motivation were presented and named with their characteristics; highly-motivated, distance education preference, college seeking, easiness expectation, and low-motivated type. There were significant differences among individual background variables(sex, age, educational attainments, entering academic years) by learners’ motivation types. The learners’ motivation types had a significant effect on their suspension of the study. Three groups of learning motivation type, college seeking, easiness expectation, and low-motivated have shown their high portion in considering and implementing suspension of learning. The influence factor of suspension consists of individual and institutional ones. The individual factors had more impacts on suspension in highly-motivated, college seeking, and easiness expectation types. The institutional factors affected more on suspension in easiness expectation type. Based on the output of the study, institutional implications to examine learners’ motivation and academic process were discussed.