The present research aims to study the differences in integrative and instrumental motivation in learning English as a foreign language among for preparatory stage pupils, according to the variables (gender/residence/grade). The final research sample consisted of (375) male and female students of the preparatory stage, amounting to (202) male students, (173) female students studying English as a foreign language in the schools of Al-Hussainiya educational Zone (urban/rural) in Sharkia Governorate, The instrumental and integrative motivation scale prepared by (Ahmed Zanghar, 2012) was used to collect data and reveal the instrumental and integrative motivation for learning English as a foreign language. using the arithmetic averages, and the "Man Whitney" for two independent samples, and Kruskal-Wallis test, the results are as follows: There are statistically significant differences between the average ranks of male and female scores in the integrative motivation dimension, as well as the total scores of the instrumental and integrative motivation scale, in favor of the median scores of females, While there are no statistically significant differences between the average grades of males and females in the instrumental motivation dimension. The results of the research also found that there are differences between the grade levels of student residing in urban and rural areas in favor of the countryside in the level of integrative motivation, while there are no differences in the level of instrumental motivation, and the results of the research found that there are statistically significant differences between the grades of grades students (first / second / third) for the benefit of the second grade.