In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning was their image of themselves as language learners. Dyslexic language learners were found to have significantly less favorable motivational characteristics than their non-dyslexic peers, which was apparent in language learning self-concepts, attitudes, and motivated behavior. The pedagogical implications of these findings are also discussed.