<p>Motivations are important predictors of learning outcomes. However, few studies have examined college students' motivation to learn using person-centered approaches in non-Western contexts. The present study explored profiles of motivation to learn based on intrinsic and extrinsic types of motivation. Additionally, how these profiles relate to learning outcomes was investigated. The study drew on a nationally representative sample from the Chinese College Student Survey (CCSS), which involved 67,182 Chinese college students. Latent profile analysis identified four profiles of motivation to learn: strongly motivated profile, poorly motivated profile, intrinsically motivated profile, and moderately motivated profile. The strongly motivated and intrinsically motivated profiles both showed higher learning outcomes, and students of the strongly motivated profile reported the highest learning outcomes. This study suggests that the combination of high intrinsic motivations and high extrinsic motivations is significant in learning among Chinese college students. Theoretical and practical implications of the findings are also discussed.</p>