This study investigated the gender difference among South Korean high school students in science learning motivation, technology learning motivation, and concern related engineering, as well as the correlation between these factors. It also verified effects of the sub-factors of science learning motivation and technology learning motivation on concern related to engineering. For this study, 745 students in grade 11th at six high schools in South Korea were involved as subjects in a survey conducted using instruments developed by Glynn et al. and Hall et al. In the results, a gender difference was observed in some sub-factors related to science learning motivation and technology learning motivation, and a positive correlation was found between most of the sub-factors of science learning motivation and technology learning motivation and concern related to engineering. Moreover, intrinsic motivation and personal relevance in technology were major factors that influenced students’ concern related to engineering. Based on the findings, this study demonstrates the educational implications of including engineering in high school technology curriculums.