In this article we will discuss how teachers in their classes and principals, teachers, student counselors, etc. on the school level can enhance the quantity and the quality of students’ motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those. Based on Achievement goal theory and on Self-determination theory we will discuss these qualitative differences in students’ motivation and we will try to explain why teachers should create a learning environment that fosters these more optimal types of motivation.