The present study is an attempt to empirically investigate the effect of the eclectic approach on the Fourth Grade Female students motivation to learn English. Three null hypotheses were formulated to meet the studys aim. To test the validity of these hypotheses, a sample of 78 participants was chosen from the scientific fourth grade students of Khadijatu Al_ Kubra Preparatory School for Girls during the academic year 2021-2022. The Quasi-experimental design is adopted. The sample is distributed between two groups. The experimental group (EG) includes (38) female students, whereas the control group (CG) consists of (40) female students. The CG was taught according to the prescribed method of teaching, while the EG was taught according to the eclectic approach. The experiment started on the 26th of February and ended on the 7th of May, 2022, and lasted for 10 weeks. To keep the teacher's variable in the experiment under control, the researcher taught both groups herself. The achievement test and the post-test on motivation were administered at the end of the experiment. In terms of the results arrived at, some recommendations and suggestions are presented.