the central purpose of this study was to conduct a case study about the role of self monitoring in teacher’s use of motivational strategies. furthermore it focused on how these strategies affected students’ motivational behavior. although many studies have been done to investigate teachers’ motivational strategies use (cheng & d?rnyei, 2007; d?rnyei & csizer, 1998; green, 2001, guilloteaux & d?rnyei, 2008; papi & abdollahzadeh, 2011) and its influence on student achievement (bernaus & gardner, 2008), to my little knowledge, none of these studies were longitudinal. besides, few studies (e.g. guilloteaux & d?rnyei, 2008; papi & abdollahzaedh, 2011) have examined its impacts based on the actual records of participants’ behavior. this study, first, explored the effects of teacher’s self monitoring on his motivational practice in the course of time. second, it intended to examine to what extent changes, in teacher’s motivational strategies affected his students’ motivated learning behavior. both qualitative and quantitative methods were conducted. the participants in this research were one teacher, (who was also the researcher), and ten male students learning english in a language institute in azadshahr, iran. data was collected by means of teacher’s journal writings, a classroom observation scheme called molt (motivational orientation of language teachers), and a standard questionnaire. the results indicated that engaging in video self-observation seemed to contribute to more detailed and higher levels of self-reflection, resulting in a teacher’s use of motivational strategies. the use of such strategies also entailed a higher rate of students’ motivated behavior. implications regarding teacher’s self-reflection, and also motivational strategies along with suggestions for further research were discussed.