The main purpose of this study was to explore the motivation of EFL teachers of public primary schools to teach English language in Bahir Dar City Administration. Drawing on in-depth qualitative data was gathered from sixty-five EFL teacher participants for the questionnaire item out of which the five EFL teachers were interviewed. This study investigated the motivation of EFL teachers to teach English at public primary schools (i.e., only in the second cycle) in Bahir Dar City Administration, Ethiopia. EFL teachers completed the Teacher Motivation Questionnaire (TMQ) before an interview. The participants were a convenience sample of EFL teachers of public primary schools who were currently teaching in Bahir Dar City Administration. The results of the study revealed: EFL teachers were motivated to teach English with their commitment and the passion they had already developed to this subject despite the challenges, EFL teachers of public primary schools exhibited some kinds of behaviours when they were intrinsically motivated to teach English and there were more kinds of motivators than demotivators of EFL teachers of public primary schools to teach English. Apart from the responses obtained by the questionnaire item, most of the responses of EFL teacher interviewees confirmed that they were motivated to teach English because of several motivators. Some of these motivators were: the personality of their previous EFL teachers who taught them it beginning from their primary schools to their college level education, smart way of lesson presentation of their previous EFL teachers and English is one of the global language and the enthusiasm they had developed towards it so far. However, the main demotivators, as it was clearly understood from the responses of EFL teachers obtained through the questionnaire item, for these EFL teacher participants included: the poor autonomy of teachers, teachers’ beliefs in that their teaching accomplishments were not recognized, poor salary payments, unable to participate in decision making issues, particularly in the issues of EFL teaching, inefficiency of school administrative bodies and stakeholders of education of primary schools and the poor relationships of EFL teachers of public primary schools with students’ parents. The overall results of the study indicated: teachers were motivated to teach English caused by various motivators despite a few of the inconveniences; teachers read different books, teachers prepare lesson plan/s on time and teachers use English in their classrooms were some of the behaviors exhibited when EFL teachers were motivated teach English and the extrinsic, the autonomy, the relationships, the self-realization and the institutional support of EFL teachers were regarded as either the motivators or demotivators or both as motivators and demotivators of them to teach English. Thus, such demotivators are significant issues in Bahir Dar City Administration, Ethiopia, which need the immediate attention of the administrative bodies of BahirDar City Administration all together, educational stakeholders of public primary schools and the society at large.