As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates' motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their motivation. Findings indicated that clinical educators enhanced motivation using six distinctive practices: "Opening Space", "Affirming Practice", "Learning Visibly", "Seeking Voice", "Accepting Ideas", and "Being Present". These findings' implications for clinical educators and future research are examined.