Discussion-based learning (DBL) has emerged as an important pedagogical approach that emphasizes student interaction, critical thinking, and active engagement elements considered crucial in fostering meaningful learning experiences. In the context of English as a Foreign Language (EFL), especially at the junior high school level, DBL is seen as a promising method to boost students' motivation and communicative competence. This study addresses that gap by examining how discussion-based learning influences student motivation, how it is perceived by learners, and what challenges and opportunities arise in its implementation. Using a qualitative descriptive case study design, the study gathered data through classroom observations, semi-structured interviews with four seventh-grade students and one English teacher, and supporting documentation. Thematic analysis revealed that DBL fosters enjoyment, participation, and a sense of belonging, fulfilling key components of motivation such as autonomy, competence, and relatedness as described in Self-Determination Theory. Nevertheless, obstacles such as language limitations, anxiety about peer judgment, and unequal group dynamics were also observed. The findings suggest that while DBL can effectively enhance student motivation, its success depends on supportive classroom environments and intentional facilitation. This study offers pedagogical insights for EFL educators and contributes to a broader understanding of how active learning strategies can be optimized to support student motivation in junior high schools.