Teachers consciously or unconsciously try to use motivational techniques in their classroom. Classroom management instructions that include motivational strategies have become mandatory in the last few years in teacher education programs in Turkey (?i?man &Turan, 2004). However, there is a gap in literature about whether teachers use motivational techniques taught in teacher education programs and which strategy is used conveniently and effectively in the classroom.The purpose of this study was to explore what motivational strategies pre-service teachers use during their internship by conducting interview and observation methods with 23 pre-service teachers in the secondary science and mathematics education program at different universities in Turkey. This study also investigated the perception of pre-service teachers about the motivation subject related courses that they took in their education departments by performing interview.interview and observation methods with 23 pre-service teachers in the secondary science and mathematics education program at different universities in Turkey were used. The pre-service teachers mainly stated that they could use several motivational strategies. One of the strategies that the pre-service teachers used was encouraging the students with the positive reinforcement to improve their self-efficacy. The other strategy was to give daily life examples about the course subjects to attract the students' interest and curiosity. In addition, grading was used by the pre-service teachers to promote students' extrinsic motivation. Moreover, since the students can enroll universities in Turkey just passing the University Selection Examination (OSS), the pre-service teachers emphasized that the studied subject in that day could be asked in the OSS to motivate the students.The result of the study also showed that the pre-service teachers could not use most of the motivational strategies they learned in the courses at their universities. They stated that in this program they could not be independent since they were expected to do what the mentor teacher asked from them. In addition, according to pre-service teachers, students' unfamiliarity with the different teaching techniques and loaded curriculum were other factors why they could not use the motivational strategies effectively.The pre-service teachers were also asked their ideas about the applicability of the motivational techniques in the schools that they learned in the university courses. All pre-service teachers found these courses in realistic even if they were not successful in using most of the taught motivational techniques. Then, they gave several suggestions; such as working cooperatively with the experienced teachers and school administrators and making changes in the curriculum to be able to apply the techniques effectively in the schools.Based on this study, it may be supportive to improve association between the university and schools. The mentor teachers and the school administrations would be more helpful to the pre-service teachers if they could understand the importance of these internships. In addition, the university courses may indicate the students how teaching strategies can be implemented in schools with insufficient economical sources. The fact that The Ministry of Education in Turkey has changed curriculum regarding to constructivist approach can be very hopeful and encouraging.Sisman, M., & Turan, S (Eds.). (2004). S?n?f yönetimi: Teori ve uygulama. Ankara: Ö?reti, Pegem A.