This study investigates the motivational self-systems among learners of Persian as a second language. The sample size included all 300 advanced level learners (male and female) studying Persian as a second language at the three main Persian language teaching centers in Iran. The participants came from 28 different nationalities. The research instrument was a questionnaire adapted from Dörnyei (The psychology of the language learner: individual differences in second language acquisition. Lawrence Erlbaum Associates, Mahwah, 2005), Taguchi et al. (The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: a comparative study. In: Dörnyei Z, Ushioda E (eds) Motivation, language identity and the L2 self. Multilingual Matters, pp 66–97, 2009), and Taguchi (The L2 motivational self-system among Japanese university learners of English: a mixed methods approach. Unpublished doctoral dissertation, Department of Linguistics, University of Nottingham, 2010). The reliability and validity of the questionnaire were calculated for the non-Iranian learners of Persian. The results of the research revealed that among the 16 motivational factors, 3 factors including linguistic self-confidence, parental encouragement, and integrativeness were ranked first to third, respectively, and cultural interest was ranked last. The relationship between the motivational factors presented in the conceptual model indicated that among the 54 relationships in the research model, 36 relationships were confirmed. The results revealed that all the motivational factors affected the motivation of Persian learners.