Reported are data from the initial use of the Motivation Checklist, a rating scale for teachers designed to help them think about student motivation problems in terms of an extended, research-based typology. Over 50 teachers rated 261 students in grades one through six who differed in their level of motivation and in their level of achievement. Teachers also rated students' achievement in terms of percentile rank in the class. Factor analyses revealed that the instrument basically failed in its original goal of getting teachers to differentiate motivational problems. Apparently teachers used the Motivation Checklist in a way that confirmed researchers' initial impressions that teachers simply categorized students as either good or bad. Students' scores on subscales were inspected to investigate the relationship between teachers' perceptions of student motivation and students' perceptions of why they do their schoolwork. Two 5th-grade teachers used the checklist to rate 56 students in typical performance-oriented mathematics classes. Students completed Harter's Perceived Scholastic Competence Scale, Buhrmester's School Concerns Scale, and a new motivation scale developed by Harter which allows assessment of several sources of intrinsic and extrinsic motivation. Findings indicated that students whom teachers thought of as good claimed they worked to escape parental disapproval, while students thought of as bad claimed that when they worked, they did so because they found the task interesting. Results are discussed and the checklist and its subscales are appended. (RH)