This mixed methods study investigated the motivation typologies of 33 online Spanish teachers working at a private language institute. Q methodology was employed to determine the motivational drivers of their teaching behavior. The Q-set was aligned with the principles of Self-Determination Theory to uncover the degree of psychological support teachers received from their employer. Factor analysis and varimax rotation resulted in four motivational teacher typologies: (a) Student-oriented, (b) Self-oriented, (c) Instrumentally motivated, and (d) Duty-bound. While intrinsic motivation was a key driver among all four typologies, secondary and tertiary motivators varied. Interview data indicated that participants’ basic psychological needs for autonomy, competence, and relatedness were only partially satisfied. Discussion of motivational strategies and policy recommendations follows.