In the study, it was aimed to examine the relationship between primary school teachers' perception of school climate and teacher motivation. 162 primary school teachers selected randomly among 714 teachers working in central primary schools affiliated to Isparta Provincial Directorate of National Education participated in the research. During the data collection process, the participants were informed about the study and questionnaires in line with the permission obtained from the Isparta Governorate and were asked to fill in the personal information form, school climate scale and primary school teacher motivation scales. The obtained data were analyzed in the computer environment, the variables were expressed using mean ± standard deviation, percentage and frequency values, and Pearson correlation analysis was applied for the dependent variables. In conclusion, the research proves the existence of an effect on teacher motivation. The results are in line with previous studies highlighting the important role that school climate and perceived positive motivation play in increasing teacher job satisfaction. A healthy interaction between school climate factors creates an enriching environment that pushes teachers to achieve higher goals of excellence. Based on these findings, at school, education district and provincial level; school climate perception, which is considered as an important determinant of teachers' perceptions and motivations regarding workplace conditions, needs to be made into an education policy.