Motivation in mathematics classrooms has been researched in various ways, from teacher burnout to Wigfield and Eccles' theory of student expectancy-value. After examining the existing literature on student and teacher motivations, the results showed a need to focus on teacher and student connections within the mathematics classroom to improve learning environments. The purpose of this research is to use survey instruments to extend previous research by examining potential relationships between teachers’ motivations when teaching mathematics and students’ motivations when learning mathematics. The study consists of completing one of two survey instruments, one for teachers and one for middle and high school students. Both have a set of Likert scale questions and open-ended questions about mathematics teaching or learning along with relevant demographic questions. The data collected from both surveys will be used to examine potential relationships between mathematics teacher and student motivations. These results and implications will be discussed.
