This study examined rural high school teachers' characteristics and their apparent influences on teachers' motivating strategies. Participants were 46 teachers, across subjects and grade levels, in nine rural public high schools. A multimethod approach was used, with questionnaires, narrative reports, and interviews assessing teachers' individual differences, perceptions, and strategies. Quantitative measures were analyzed with correlations and regressions; qualitative measures were coded for themes linked to the research questions. Findings indicate that teachers believe that their interpersonal interactions are more influential on student motivation than how they frame content. However, teachers see their contributions to classroom environments and students' individual motivations as being uniquely and reciprocally influential on student learning and achievement. Rural teachers see motivational advantages and disadvantages in rural communities. Teachers' beliefs and perceptions shed light on why teachers motivate students as they do. (Contains 1 note, 5 tables, and 1 figure.)