This article describes a research project we carried out in order to study the role of student-teachers' teaching techniques as regards their pupils' extrinsic motivation as they partake in communicative speaking activities at a public school in Tunja, Colombia. Data were gathered by means of field notes, focus groups and student-teachers' documents. Findings revealed that student-teachers assume different roles regarding their teaching techniques depending on the stage of the class (presentation, practice, and production). The techniques, at the same time, constitute the nature of these roles. Explorers, keepers, and producers were the main roles that participants assumed when they involved their students in communicative speaking activities.