Motivational interviewing is a technique developed for use in clinical contexts in order to help people change unhealthy behaviours. However, because it is centred on change, is non-judgemental and collaborative, it is ideal to be adapted for use in teaching. This paper considers the theoretical basis for its use in higher education settings by examining the underpinnings of the technique and the ways in which it fits within thinking about education. We address some of the challenges to the use of motivational interviewing and consider how it can be conceptualised for use in teaching.