This paper outlines the results of a survey which was carried out to discover Dongola University students’ motivation and attitudes towards learning the English language. The study investigated students’ motivation in terms of the different motivational constructs. The students' attitudes on the other hand regarding the use of English in social and educational context beside their attitudes towards the English language and the culture of the English speaking world were identified. The sample of the study consisted of 65 students at Dongola University (Faculty of Arts and Human Studies) in different fields of specialization. The researcher used a questionnaire for collecting the data. The findings showed that the Sudanese undergraduates were both instrumentally and integratively motivated but their instrumental motivation out did their integrative one. It is found that the instrumental motivation got the highest percentage of all the subject results. The subjects admitted learning English because their parents believe that learning English is important for them. For the personal (integrative) type of motivation the results indicates that it had the least impact on students’ English language learning. On the other hand data for the students’ attitudes revealed that most of students had positive attitudes towards the social value and educational status of English.