This conceptual chapter intends to postulate the links between mindfulness and teacher motivation through the framework of the self-determination theory (SDT). Mindfulness and motivation are well-researched concepts in education, playing a key role in supporting psychological growth and well-being in teachers and students. Mindfulness, defined as open attention to the present moment, could help teachers engage in self-reflection and take actions that are more self-congruent in the classroom. Mindfulness is positioned to be an avenue to endorse integrative tendencies by providing better clarity and deeper processing of personal experiences. Hence, the key purpose of this chapter is to discuss the ways mindfulness may increase teachers’ awareness of their own psychological needs, promote self-reflection at work, and support their motivation to use effective teaching strategies. Though mindfulness has been investigated in various teaching contexts, research on teacher mindfulness based on SDT is still at its infancy. This chapter proposes that mindfulness could promote teachers’ awareness of their own psychological needs and self-reflection, thereby supporting their motivation to use effective teaching strategies in the classroom.