Stimulating students' interest and motivation for science has been a powerful rationale for enhancing inquiry-based science education (IBSE) in school science. There is a widespread need for more motivational approaches to teaching, and IBSE evidently has such motivational potential. However, teachers must have awareness of motivational issues and some knowledge of motivational theories and strategies to unfold that potential. In this chapter we argue that this may be achieved through a "pragmatic use" of motivational theory in science teacher training, and we elaborate the meaning and implications of this. Specifically, a motivational framework is devised which provides foci and recommendations for planning, analysing, and enacting motivational IBSE design. Further, we discuss various strategies (reflective writing, awareness/action research, video club), which have proven fruitful in facilitating a transformation of theoretical motivational knowledge into practical knowledge and enriched teaching practices. Specific examples of implemented strategies, teacher responses, and glimpses into teachers' IBSE-oriented classroom trials are drawn from our S-TEAM project with Danish upper secondary teachers. [For the complete volume, "Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research. Volume 5," see ED613991.]