Many studies have demonstrated that student motivation is an important factor in student learning. The recently proposed General Model of Instructional Communication, however, does not include motivation. Based on the assumption that student motivation may be an important factor in student learning, particularly long-term learning and retention, the present research examined relationships of student motivation with the four primary teacher communication behaviors included in that model. Student motivation was also found to be highly associated with instructional outcomes (affect for course content and affect toward teacher) included in the General Model. Results indicate that student motivation should be added to that model. Potential problems associated with colinearity and halo effects are discussed. (Contains 2 tables.)