It is observed that teacher motivation can change drastically over the course of an individual teacher's career. This is particularly the case in Mexico with regard to teachers of English as a Foreign Language (EFL), because the situation and role of Mexican EFL teachers has changed so significantly--especially in the wake of the passage of the NAFTA agreement. The outdated, grammar-based curriculum of EFL in Mexico was replaced with an entirely new and different communicative-based one. During this time the workload of teachers has increased enormously, although neither their salaries nor the quality of the physical infrastructure in which they work has been correspondingly upgraded. This has led to a decline in overall teacher morale and attitude. The basic premise of this study is that a motivated teacher provides more motivating learning experiences in the classroom and thus produces better-prepared students than un- or less-motivated teachers. This paper considers the motivating and de-motivating factors for Mexican EFL teachers. Questionnaire from study is appended. (Contains 12 references and 3 tables.) (KFT)