It is important for college teachers to motivate their students because student motivation correlates with a student's academic achievement. This study was concerned with exploring what intrinsically motivates college students to continue attending class; what brings them to class because of a desire to be there, not because of external factors such as a mandated attendance policy. This study also looked at how college teachers' classroom performance can influence that motivation. There were 156 graduate and undergraduate students enrolled in Human Resources Department and Information Sciences who participated in this study. A survey questionnaire developed by Burgess was used in this study. The results of this study suggest that major differences exist between college teachers who motivate students to continue attending class and those college teachers who fail to motivate students to continue attending class. Moreover, specific teaching methods, personal qualities, and classroom management practices were identified as motivating or unmotivating factors. (Contains 2 tables.)