Numerous attempts have been made to investigate either individual pedagogical activities or affective factors and their impact on language learning motivation. However, little attention has been given to exploring the relationship between learners' motivation and their preferences for instructional activities. This study aimed to examine vocational high school students' preferred teaching activities and their relationship with students' motivation. The research was conducted at a vocational high school in Taipei, Taiwan. The subjects consisted of 166 English-language majors and 182 non-English-language majors. Questionnaire data were collected and analyzed. Results of the study showed that: (a) all subjects were highly interested in foreign languages and cultures; (b) both groups of students were fairly unconfident and anxious while learning English; (c) an anomalous correlation was found between subjects ' linguistic confidence and their preference for communication-based approaches; ( d) no correlation existed between traditional approaches and language anxiety; and (e) culture-teaching approaches were most preferred by the students. Moreover, subjects seemed to have had a similarly favorable attitude towards traditional approaches and communication-based approaches. This study has findings contributing to the relevant research line and provides implications for both teachers and program designers.