The aim of this research is to clarify whether or not the primary school teachers' strategies for attaining student motivation differ according to various variables. Descriptive research methodology was used in the study. The research population consisted of 131 primary school teachers in Soma, Manisa province. The research data was obtained from demographic information form questionnaire on the scale for assessing attainment of student motivation developed by Sünbül, Kesici and Bozgeyikli (2003). The findings of the research can be summarized as follows; according to gender variable no significant difference is observed in the subscales of HLC, MLC, HLA whereas significant difference observed in MLA subscale. According to age variable no significant difference is observed in the subscales of MLC, MLA, HLA whereas significant difference is observed in HLC subscale. According to branch variable no significant difference is observed in the subscales of the questionnaire. According to education level variable no significant difference is observed in the subscale of HLC, whereas significant differences are observed in MLC, MLA and HLA subscales. According to educational institute type variable no significant difference is observed in the subscales of MLA, HLA whereas significant difference is observed in MLC and HLC subscales. According to teaching experience variable no significant difference is observed in the subscales of HLC, HLA whereas significant differences are observed in MLC and MLA subscales. Implications for teacher education are discussed.