The use of competition to motivate students is common but debated. The purpose of the study was: (a) to examine to whom teachers attribute the common emphasis on competition and (b) to explore the reasons teachers give to minimize competition or not in their classrooms. Teachers attribute the focus on competition least to teachers and then increasingly to students, principals, parents, and school boards. Teachers who try to minimize competition identify the importance of learning and individualization, and those who do not, promote competition as healthy and helpful. Results are discussed in terms of classroom practices and future research.