Deci and his colleagues showed that teacher's informative and autonomy-oriented attitudes closely relate to children's intrinsic motivation toward learning. But this process might be also influenced by the motivational orientations of children. The present study examined how socially and task-oriented children perceive their teacher's attitude toward them. 242 sixth graders answered the motivational orientation scale, and were classified into four groups according to relative strength of social and task orientation. Children's perceptions of teacher's attitudes were assessed by a projective measure. The results indicated that socially oriented groups, especially HH group (both orientations being high) perceived teacher as giving more advice and direction, and received more information from teacher. In contrast, LH group (task-orientation being dominant) tended not to receive teacher's directive information. In addition, responses to uninformative categories, namely “simple acceptance” and “criticism” were high in LL group (both orientations being low). The results were discussed in terms of the importance of children's motivational orientations.