The study examines different motivating teaching styles which, according to the new circular model of motivational styles, take students' needs into account and are used as a tool to enhance their motivation. This model recognizes two of those styles also known as autonomy support and strucutre. The aim of this study was to determine under which conditions teachers choose above mentioned styles. Consequently, the correlation between teachers' motivational styles and teachers' motivation for teaching was investigated as well as potential to predict teachers' motivational styles based on the motivation for teaching as an individual feature and perception of headmaster's transformational leadership as a contextual feature. 265 elementary and secondary teachers from the Republic of Croatia participated in the online survey. The following instruments were used: Situations-in-School Questionnaire, Motivation for Teaching Scale and The Global Transformational Leadership Scale. The results show that autonomy support style is positively correlated with the intrinsic motivation and identified regulation while aso being negatively correlated with amotivation. Therefore, teachers will exhibit autonomy support style when the level of intrinsic motivation and identified regulation is higher with the level of amotivation being lower. Just like autonomy support style, structure style is positively correlated with the intrinsic motivation, but is negatively correlated with both introjected regulation and amotivation. The higer intrinsic motivation and identified regulation are as well as the lower introjected regulation and amotivation are, the more will teachers assess their style being the structure one. Both styles can be derived based on the model which incorporates various types of motivation for teaching and perception of headmaster's transformational leadership. Certain types of motivation are proven to be a contributing factor in predicting which style will be adopted, however headmaster's transformational leadership hasn't been shown as a significant independent predictor in neither of the styles.