Time is a phenomenon we cannot directly experience, though it is pervasive in our everyday lives. How do we think, speak and act within the concept of time? Time is conveyed through horizontal spatial metaphors in German speaking areas. The present study examines the relationship between the subjective time perception and the motivation to study for an upcoming imaginary exam. Additionally, the subjective time perception was influenced by a spatial priming task. 303 students attended an online-survey. Participants were either exposed to vertical or horizontal spatial priming stimuli which could move fast or slow. After the priming sequence, participants answered several questions to estimate the subjective temporal distance to the upcoming exam. Afterwards they answered a questionnaire concerning their learning motivation. The priming experiment did not influence peoples perceptions of time in this study. Nevertheless, results show that people, who perceive the upcoming event as temporally near, show more learning motivation, than people who perceive the upcoming exam distant in the future. Beyond that, results show that people, who experience more test anxiety, are more motivated to learn, than people with low test anxiety. Implications of the results on our everyday lives, ideas for future research and limitations of the present study are discussed.