Purpose: The purpose of this qualitative study was to explore the motivation for instructors to begin and continue teaching community college courses in carceral settings. Conceptual Framework: My conceptual framework presented public service motivation (PSM) and prosocial motivation as different types of motivation that lead to different types of altruistic behavior and incorporated intrinsic motivation as linked to these other-regarding motivations, specifically in that faculty are motivated to teach because it is rewarding and challenging, and it is rewarding and challenging because it helps others. Research Methodology: To explore the lived experience and motivational processes and desires in teaching inside a carceral setting, I used a basic qualitative approach. The qualitative approach helped to understand a teacher's choice to work in a carceral setting using an other-regarding lens. Also, because of my own positionality within the work I studied, I integrated my experience within the findings, positioning my own experience as a tenth interview. Findings and Conclusions: The findings from these interviews answered the three research questions that centered on the teacher experience in carceral spaces and initial and sustaining motivation. The data revealed that PSM and prosocial motivation do not necessarily have to be drivers to start teaching in the prison, but those who continue to return find the work rewarding and fulfilling because of the meaning it provides (benefits those in direct contact and/or society). Those whom I interviewed often aligned their values and behaviors with "helping others" and being "socially aware." Recommendations: This study contributes to the ongoing conversation of prison postsecondary education and other-regarding motivation in four distinct ways: (a) initial motivation may be extrinsic and the experience of teaching in the prison leads to a sustained other-regarding motivation (PSM and prosocial), (b) unselfish teachers need rewarding and fulfilling jobs, (c) teacher burnout was often linked to institutional challenges and rarely because of the student population, and (d) there is a need for professional development and communities of practice for this unique population within the this unique setting. Further research should be conducted to explore this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]