Motivation among community college teachers is the driving force to direct and control the instructional activities in and out of classroom situations. Community colleges in developed countries have been immensely studied to uncover and identify the enacted practices and faced challenges. Little is known about the practices and challenges in motivating the teachers in community colleges in developing countries. Exploring what practices are enacting and what challenges are faced while motivating the teachers in community colleges from an unexplored context provides important and critical information for scholars. In this context, this study explored the motivational practices and the contextual challenges for teacher's motivation in community colleges in Nepal. Based on the information generated through in-depth interviews with teachers, campus chief, and college management committee chairpersons of community colleges located in one district of Nepal. The two-factor theory of Herzberg was used for the references for the evaluation and analysis of the data. The results revealed that community colleges in Nepal are attempting to motivate their teachers to adopt widely used good practices as in other organizations of similar nature. However, they are unable to implement those practices as per the expectations of their teachers due to insufficient resources and a lack of systematized procedures. Those colleges are seeking more support from their affiliating universities, University Grand Commission (UGC), and also from the state, province, and local governments.