The purpose of this study is to investigate the relationship between students’ learning motivation to Physics and Physics teachers’ classroom behaviors in secondary schools in Macau. This study includes three parts: 1. Find out the present situation of the students’ learning motivation to Physics and the classroom behaviors of the Physics teachers. 2. Examine the relationship between the Physics teachers’ classroom behaviors and the students’ learning motivation. 3. Study the prediction on the students’ learning motivation to Physics according to the teachers’ classroom behaviors. This study is conducted through questionnaires, taken data by using stratified cluster sampling (from schools to classes). The investigation tools are “Motivation to Physics Studies Scale” and “Teachers’ Classroom Behaviors Scale”. The target subjects are the full-time students of junior 2 and 3 from Chinese medium schools. With the medium of SPSS17.0 Chinese version, the questionnaires are analyzed by the statistical methods of descriptive statistics, t-test, Pearson correlation and successive multiple UFLR, etc. Findings of the study are as follows: I. The present situation of the students’ learning motivation to Physics and the classroom behaviors of the Physics teachers: 1. The students’ learning motivation to Physics and their perception of their teachers’ classroom behaviors are both above average level. 2. Students differing from grades, teachers’ genders and school types show the differences as follow: (1) The assessment of the teachers given by the junior 2 students is better than that by junior 3. (2) The assessment of the male teachers and their students’ learning motivation to Physics are both higher than those of the female teachers’. (3) Compared with the students from the religion-based schools, those from the community schools have higher comment on the teachers’ behaviors in Physics class and have stronger motivation to study Physics. II. The relationship between the Physics teachers’ classroom behaviors and the students’ learning motivation: 1. The students’ learning motivation to Physics is proportional to the teachers’ classroom behaviors. 2. Though differing from grades, genders, teachers’ genders and school types, the students show no difference in the assessment of the teachers’ classroom behaviors. IV III. The prediction on the students’ learning motivation to Physics according to the teachers’ classroom behaviors: 1. The students’ learning motivation to Physics according to the teachers’ classroom behaviors can be predicted. 2. Differing from grades, teachers’ genders and school types, the students show differences as follow: (1) The prediction of the Junior 3 students on their learning motivation to their teachers’ classroom behaviors is more accurate than those of Junior 2. (2) The prediction of the students on the female teachers’ classroom behaviors to their learning motivation is more accurate than that on the male teachers’. (3) The prediction of the students from the community schools on their learning motivation to their teachers’ classroom behaviors is more accurate than that of the religion-based schools’. Hope all findings on this study can be served as further reference for schools, Physics teachers and other researchers. Key Words: learning motivation to Physics, teachers’ classroom behaviors, Physics teaching