The purpose of this study is to investigate the relationship between Chinese learning motivation types and the various demographic features among students at lower and upper secondary schools in Denmark. The basis of the analysis is survey data collected in Denmark from 204 students from 6 upper secondary schools and 2 lower secondary schools in 6 different regions in Denmark. The instrument was a Likert-scale questionnaire including 38 items regarding the motivation in learning Chinese as a foreign language (CFL), summarized by the open responses from the resulting list at the first stage. Six motivation types are generalized from the exploratory factor analysis : (1)pragmatic orientation; (2) integrative motivation; (3) individual self-confidence; (4) attitudinal motivation; (5) social-cultural interest; (6)learning situational level. Bearing the motivational model of Csizer and Dornyei (2005) in mind, the motivational types in Chinese learning demonstrate the distinct features of the context. Theoretical and pedagogical implications for the findings are discussed.