Existing research from Western countries has consistently shown that the learning environment is an important factor for academic motivation. Self-determination theory, which serves as a theoretical foundation of the present study, suggests that teachers' involvement is an important element of students' learning, regardless of the cultural context, because interpersonal involvement is a source for students to fulfil their needs for relatedness. However, we lack scientific evidence whether teachers' involvement is equally important for students in the non-Western context. In the present study, we examined the longitudinal link between teachers' involvement versus rejection and students' academic motivation among Indonesian secondary school students. Thirteen teachers teaching mathematics and English were videotaped 12 times across the school year. Afterwards, four videos of each teacher representing four different videotaped teaching occasions across the school year were selected randomly and included in the analysis. An existing coding protocol of teachers' involvement versus rejection was used. A total of 411 students (age 11-13 years old) filled in the questionnaire for motivational dimension across the school year as well. Multilevel growth curve modelling was applied. Consistent with findings in the Western context, we found that teachers' involvement is a significant predictor of autonomous motivation. However, we found that teachers' involvement is a significant predictor of controlled motivation as well. Similarities and differences in findings and implications are discussed.