The purpose of this study was to explore the construction of the motivational structure in the classroom and to investigate how this structure would be related to junior high school students' relevant elements in actual classroom settings. Three-hundred and fifty seventh graders were given questionnaires on their perceptions of the motivational structure in the classroom, containing some relevant elements in students,(i. e., their perceived abilities, self-esteem, and causal attributions), and some relevant elements in the classroom,(i. e., students' perceived classroom culture, classroom aptitude, and students' morale). The motivational structure in the classroom was evaluated using a recognition scale, a task orientation scale, a participation scale, and a cooperation scale. This investigation showed the following results. The factor analysis revealed four factors of the motivational structure in the classroom as perceived by students. Each scale of the motivational structure in the classroom was correlated with relevant elements in students. Also, each scale in the classroom motivational structure explained each element in the classroom, particularly, perceived classroom culture, their classroom aptitude, and some sub-elements of classroom morale.