Through a basic qualitative approach, this study examined the insights and experiences of elementary principals and teacher motivation. This research was completed in private international schools in Europe where the language of instruction is English. Self-determination theory was the theoretical basis for this examination of teacher motivation. Data were collected through nine interviews and one focus group with elementary principals. Evidence from this study shows that principals have a critical role in supporting and increasing teacher motivation in their schools and providing teachers with autonomy, a sense of competence, and professional and personal support to support teacher motivation. Additionally, the researcher provides specific recommendations that practicing educational leaders can implement in their schools.