The purpose of this study is to categorize learning motivation of underachievers by applying Q methodology, which is based on a person-centered approach. To develop this analysis, this researcher compiled 98 Q samples through the process of Q methodology and examined the responses of 60 elementary school teachers with experience managing underachievers in order to satisfy the selection criteria of this study. Based upon the results of this study, 4 Q factors were extracted and confirmed that there were 4 types of learning motivation for underachievers through expert conference: (a) expectancy-value, (b) autonomy, (c) self-worth, and (d) relatedness. And each Q factor was divided into plus-loaded and minus-loaded types. Each Q factors were divided plus loaded types reflected ‘realistic learning motivation characteristics’ and minus-loaded types reflected ‘potential learning motivation characteristics’. ‘Realistic learning motivation characteristics’ were subdivided into ‘expectancy-value deficit’, ‘internal regulation’, ‘self-worth denial’ and ‘affiliation’. ‘Potential learning motivation characteristics’ were subdivided into ‘expectancy-value firmness’, ‘external regulation’, ‘self-worth protection’ and ‘social isolation’. Based on the results of this study, some discussions and suggestions for the future research were offered.