Abstract: No doubt that motivation; on one hand, is personal and it is different from one student to another; it comes from within an individual, but it can be influenced by external factors. On the other hand, teachers as they are part and parcel of the learning process always have to bear in their minds that they can play a crucial role in positively motivating their students. Students of English sometimes reach a plateau of achievement where they feel frustrated and see no need for further improvements. Accordingly, the teachers need to do what can be done, at least by finding out what is important for their students as a means of encouraging them to step forward towards success in language learning. This research; therefore, attempts to explore how English teachers perceive motivation, to find out what factors that can increase or decrease the students motivation according to the teachers’ points of view, and find out if there is a significant relationship between motivation and the students achievements. To find out these aims, a total number of 19 ELT teachers working in the college and Prep. School of the Near East University took part in this research by answering a questionnaire that consisted of three questions with 41 sub-questions. The questionnaire was distributed to teachers teaching in charge of English at the Near East College and Prep. School. All of the participants contributed to the research questions and none of them had any inquiry regarding the questionnaire questions. After obtaining questionnaires back within three days, the answers for each question were entered to SPSS program for analysis Main results produced by this study are as follows: According to the overall results, it could be concluded that motivation plays a fundamental role in language learning/teaching process. It was found that teachers had the same or similar points of view regarding the way they perceive motivation and the factors affecting students motivation.