this study was carried out to investigate the effects of integrative vs. instrumental motivation, learning strategy use and gender on iranian efl learners. to this end, 120 efl learners both male and female majoring in english language and literature at shiraz university participated in the study. in order to conduct this study three instruments were used: oxford quick placement test, motivation questionnaire and language learning strategy inventory. after data collection, the participants were divided into two groups of integratively and instrumentally motivated learners based on their scores on the motivation questionnaire. furthermore, regarding the participants’ scores on learning strategy inventory, they were divided into three groups of high, mid and low strategy users. through a multiple regression analysis, it was found that language proficiency could be predicted by integrative motivation and learning strategy use, while gender did not account for language proficiency. furthermore, based on the results of a one- way anova and two indepndent t-tests, it was found that integratively motivated learners and high strategy users were more proficient than instrumentally motivated learners and low strategy users.