In order to have a better command of English as a foreign language (EFL) students who acquire it require support from their English teachers. English teachers should perceive the significance of their motivational behaviour in classrooms. It is expressed in specific motivational strategies they use in foreign language classes. This paper focuses on English as a Foreign Language (EFL) teachers’ motivational strategies and their correlation with students’ motivation to learn EFL. These two factors belong to fundamental factors in the area of teaching EFL.Research carried out among 3rd year secondary students and their English teachers will be presented and discussed. The results include teachers’ assessment of the frequency of using motivational strategies as well as the correlation of motivational strategies with students’ motivation to learn English. Teachers’ motivational strategies are grouped in macrostrategies. The results specify which macrostrategies correlate well with students’ motivation in the Croatian educational context. The issue that needs to be examined in future researches is the lack of statistically significant correlations between particular macrostrategies and students’ motivation to learn English. The aim of the paper is to explore benefits and implications of the correlation of English teachers’ motivational strategies and their students’ motivation to learn English and to increase teacher practitioners’ awareness of the importance of the analysed factors.