The purpose of this study is to examine the relationship between elementary school student’s perception of teacher’s power base and self-determined motivation to learn and analyze the mediating effect of classroom climate. In order to achieve the research purpose, the following subjects of research are set up in this study. First, Is there a difference in the self-determined motivation to learn according to the elementary school student’s perception of teacher’s power base? Second, Does classroom climate have a mediation effect between power base of teacher and self-determined motivation to learn? In order to solve the subjects of research, 444 parts were used for analysis. The results of this study are summarized as follows. First, Referent, expert and reward power showed positive influence on the autonomous motivation. but legitimate, coercive power have no significant influence on the autonomous motivation. Second, In the case of referent, expert and reward power, there is a partial mediating effect with autonomous motivation. but legitimate and coercive power have no mediating effect with autonomous motivation.