Objective: In higher education, student engagement is critical to producing high quality graduates with the knowledge, skills, and attributes of their degree. Psychology education in Australia is based on the scientist-practitioner model of training, whereby students are typically taught the science of psychology in the undergraduate years and commence practitioner training in the postgraduate years (Australian Psychology Accreditation Council [APAC], 2010; Australian Psychological Society [APS], 2012). In recent years, psychology education in Australia has been under review in an attempt to maximise the graduate outcomes of undergraduate and postgraduate training. However, research suggests that students’ expectations of psychology education are often poorly aligned with their actual experience of psychology training, resulting in poor motivation, engagement, and retention (Holmes, 2014). To ensure psychology students acquire the intended graduate outcomes, it is important to understand student motivation towards the three core learning domains of psychology: theoretical knowledge, research skills, and practice (communication and interpersonal skills). This thesis is comprised of a series of published and unpublished papers, which take an expectancy-value approach (Eccles & Wigfield, 2002) to investigating psychology students’ motivation towards these three core learning domains.