The purpose of this study was to investigate the relationship between community college business faculty members' perceptions of their use of learner-centered teaching practices and their students' perceptions of their motivation to learn. Learner-centered teaching practices have been linked to students' motivation. This study used on-line survey instruments to collect data from two groups, faculty and students from four midwest metropolitan community colleges' Introduction to Business classes. The surveys were taken by community colleges' business faculty and their students. The results indicated that there was a significant and positive relationship between students' motivation and students' perception of learner-centered teaching practices in their Introduction to Business classes. Actively engaged learners and students that valued task mastery were most motivated by learner-centered teaching. The results of the survey also showed that students that valued task mastery in combination with actively engaged while learning explained an increased degree of motivation in regard to the five learner-centered teaching practices. [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.]