The role played by motivation in the process of learning a second or a foreign language is widely acknowledged (Dörnyei & Ushioda). When analysing motivation, it is appropriate to take into consideration factors involved in this process such as gender (Kissau). Studies to date have shown that female learners are usually more motivated than males when learning a language. The main objectives of this study were to contribute to the existing body of research and to determine whether there are gender differences regarding motivation within student teachers (M= 19.5) in the university context. To that end, informants completed a quantitative questionnaire in class. Results indicate that female respondents obtained higher scores than their male counterparts, indicating that they are more motivated.