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Previous research has shown that intellectual humility (IH) could predict important academic outcomes. This study explores the associations between IH, four different types of academic motivation (intrinsic motivation-to know and -to accomplish, extrinsic motivation-external regulation, amotivation) and academic self-efficacy. Undergraduate students (N= 261) from a Hispanic majority institution completed validated measures assessing these variables. Multiple regression showed that IH positively predicted intrinsic motivation-to know and -to accomplish, and academic self-efficacy. Results also showed no association between IH and extrinsic motivation-external regulation and a negative association with amotivation. These findings extend previous research by showing that IH is not only positively linked to a desire to learn for knowledge’s sake, but also to the process of learning. They suggest that intellectual humility could, with further research, be leveraged to enhance students’ intrinsic motivation and academic self-efficacy, thereby contributing to improved academic performance and well-being.