This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and positive feedback and that prior situation consideration, social support, and teaching behavior were related to a higher level of subsequent autonomous motivation and a lower level of controlled motivation; however, prior autonomous motivation was related to a higher level of subsequent positive nonverbal feedback. Results suggest that differences in the direction of relationships between various dimensions of perceived teaching behaviors and students' motivation in physical education are due to differences in the nature of the teacher-student interaction behind each teaching behavior. (Contains 3 tables, 8 figures, and 1 note.)