The purposes of this study were: (1) to construct the “Primary School Learning Motivation Scale” and divided the learning motivation into components of value, expectation, and affect; (2) to explore the influence of student’s learning value, expectation, and affect and related learning behavior; (3) to discover the distribution status of the primary school students’ value, expectation, and affect on learning motivation. There were total of 576 six-grade students participated in this study. The research instruments employed were “Primary School Learning Motivation Scale” and “Primary School Learning Behavior Scale”. The data were collected and analyzed with Exploratory and Confirmatory Factor Analysis, Multiple Regression Analysis, and Descriptive Statistics. Results of this study found that; Firstly, both theories and the results support that primary school students’ learning motivation are consist of value, expectation, and affect. Secondly, the result from Multiple Regression Analysis showed that all learning motivation of value, expectation, and affect significantly predict student’s learning behavior. Interestingly, learning motivation of affect showed a better predictor. Thirdly, most primary school students tended to display positive value and expectation of learning motivation, but only about a half of the students demonstrated positive affect of learning motivation. Finally, based on the research findings, possible implication for educators and suggestions for future research is provided by the researchers.