This graduation thesis focuses on the influence of stories on young learners' English learning motivation, motivation for storytelling activities and pedagogical dimensions. The paper starts with the presentation of theoretical framework, which touches upon research dealing with the topics of motivation for learning English, motivation for storytelling activities and pedagogical and educational aspects of stories. Attention is also given to some practical advices on how to implement stories in an English foreign language classroom. The research conducted among third grade participants of “Hrvatski Leskovac“ primary school investigated whether the storytelling sessions (over a period of 10 weeks) improved the students' general motivation for learning English, motivation for storytelling activities and whether the stories transmitted pedagogical and educational values onto students. Methodology of this study is followed by results and discussion which further problematizes the factors influencing the already mentioned topics. Conclusion sums up the findings, showing that general motivation for learning English did not change after storytelling sessions during a 10-week period. Research also showed no enhancement in motivation for storytelling activities. Results are followed by an in-depth interview which examines the differences between three learners whose motivation for storytelling activities increased and three whose motivation decreased or stayed the same. Research also concludes that stories transmit pedagogical and educational values. A detailed description of possible reasons for such results is presented in the discussion section.