This chapter examines whether and how teacher motivation matters for vocational teachers' instructional practices and teacher beliefs, specifically related to classroom management. Classroom management is conceptualized according to two continuua: Autonomy-support vs control, and structure vs chaos. Following a review of studies showing that motivations to become a teacher and to teach have relevance in explaining instructional practices, an empirical study with 102 vocational teachers in Switzerland is presented. The results reveal that relatively high percentages of the variances in classroom management practices and beliefs are explained by motivations to become a teacher and individual characteristics. Notable results are: (a) the importance of subject interest, promoting structure, control and chaos; (b) the detrimental effect of fallback career motivations on classroom management practices and beliefs; and, (c) the lack of association between motivations and autonomy-support behaviours. The results are discussed in light of prior studies, methodological issues, and theoretical developments.