Motivational theories suggest various motivational best practices; however, the empirical research literature largely lacks the perspective of teachers, who facilitate motivation day in and out with students, about how they apply these motivational practices in their classrooms. The purpose of this study was to better understand what teachers do in their classrooms to motivate students by asking them directly, thereby allowing a natural illustration of classroom motivational practices to develop. Nine distinct themes, representing motivation practice domains, emerged from the data: "Relevance," "Interest," "Relationships," "Rewards," "Effort," "Safe Environment," "Goals," "Student Self-Regulated Learning," and "Teaching Strategies." Results are discussed in the context of looking across theories, empirically supported practices, and empirically discouraged practices. Limitations and suggestions for future research are explored.