The purposes of the present study were to develop a Students’ Motivation Toward Formation and Maintenance of a Relationship with Their Teachers Scale based on self-determination theory, and to examine correlates of the students’ motivation toward formation and maintenance of their relations with their teachers.  Junior high school students (N=483) completed a questionnaire.  The results were as follows: (a) Exploratory factor analysis of the students’ replies on the Students’ Motivation Toward Formation and Maintenance of a Relationship with Their Teachers Scale revealed 4 factors: “intrinsic regulation,” “identified regulation,” “internalized regulation,” and “external regulation.” (b) The students who had high scores on autonomous motivation greatly trusted their teachers. (c) The students who had high scores on controlled motivation had less trust in their teachers. (d) The correlations differed according to the students’ gender. (e) Both the group that had high scores on controlled motivation and the group that had low motivation scores had less trust in their teachers.  These results suggest that not only factors on the teachers’ side, but also the students’ individual psychological factors correlate with students’ trust in their teachers.