The purpose of this study was to compare novice and experienced teachers' perceptions of student motivation at the high school level and to determine if the teachers were likely to incorporate research-based techniques. Survey data were collected on the following motivational constructs: intrinsic and extrinsic motivation; performance, mastery, and social goal orientation theory; and student self-efficacy. High school teachers (N = 150) from a suburban, middle class school were surveyed to determine perceptions. With the exception of performance-oriented goals, results suggested that novice and experienced teachers generally agreed on the motivational effectiveness of the constructs. Findings also demonstrated that both groups of educators did not always effectively make use of the established motivational principles. Findings have important implications for teacher "practice" as well as pre-service and in-service educational programs.