By analyzing retrospective autobiographic essays, this study aims to investigate factors related to English learning motivation, demotivation, and remotivation. Participants were 30 graduate students majoring in English education at a graduate school located in Seoul. They were asked to write retrospective essays on their English learning from kindergarten to the present day. In order to analyze their essays, we used reiterative reading by Miles and Huberman (1994) based on grounded theory. As a result, we identified four factors (instruction method, teacher, colleagues, tests) as the factors for English learning demotivation. Remotivation factors included teaching methods befitting students’ learning styles, instructor’s individual attention and kind words/encouragement, good interpersonal relationship, grade, and foreign country experience. Regarding factors of enhancing the level of motivation, five factors were identified: foreign country experience, high test score, teacher, salient goal, and university English-classes. These results indicate that demotivation and remotivation take different psychological routes and the importance of teacher needs to be fully considered for boosting students English-learning motivation since teacher factor could affect English learners either positively or negatively.