Individual differences in learners and teachers represent a key element in the learning process. In particular, motivation and personality can have a great impact on L2 achievement. As for the motivation, major frameworks have been given by Gardner's (1985) and Noels et al. (2000) works on learners' attitudes and motivation in L2 learning. The most influential personality framework in the last decades has been offered by Costa and McCrae (1992, 2003) and it is known as the Big Five model. The aim of this thesis was to investigate the variables of attitudes and motivation in learning English of Croatian third year high school pupils as well as the variable of EFL teachers' personality traits, and to check whether there is a relationship between the three variables. Results of questionnaires based on AMBT (Gardner, 1985) and Language Learning Orientations scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation subscales (Noels et al., 2000) found that learners' attitudes toward learning English and toward the learning situation were positive and that identified regulation was the main type of orientation among all learners. Furthermore, a relationship between learners' attitudes and learner motivation was confirmed. In addition, teachers‟ personalities according to the Big Five revealed very much similar. Although learners‟ attitudes toward the English teacher did not correlate with their motivation, a negative correlation was established between certain types of orientation and some unexpected teachers‟ personality traits.