The chapter begins with an introduction about teacher motivation in the context of language education. Following the introduction, the background section of the chapter addresses the conceptualizations and models of teacher motivation, teacher motivation in language education, and the body of research into teacher education, particularly those studies that sought to investigate the motivation of teachers teaching Persian to non-native learners. The chapter then reports on an empirical study of motivation among native Persian-speaking teachers. The study used questionnaires and interviews as data sources to explore the state of teachers’ motivation and the variables affecting their motivation. Against this backdrop, pedagogical implications for the enhancement of native Persian teachers are proposed. The chapter ends with concluding remarks and directions for further research on Persian language teachers’ motivation.