The present research investigated how a motivational teaching training program influenced English as a foreign language (EFL) teachers’ use of motivational strategies (MotS) and how second/foreign language (L2) teachers’ use of MotS impacted Chinese EFL learners’ motivation. This study used a mixed-methods approach and was divided into three phases. In the first phase, 121 university L2 teachers and 142 Chinese EFL learners in a metropolitan city in southwestern China completed a questionnaire survey to explore teachers’ and students’perceptions of MotS. The second phase of the emester-long study included 206 Chinese EFL students and four L2 teachers. Teachers engaged in a two-week training program on MotS implementation. The experimental and control groups are purposefully separated, with theformer participating in motivational strategy treatment and the latter carrying out traditional teaching methods. At the beginning and end of the six-week treatment session, the students completed an L2 motivation questionnaire. In addition, classroom observation data were also used to supplement the study to examine how the teachers’ motivational strategy practices influenced students’ motivated behaviors. The third and final phase of the study qualitatively reviewed the impact of motivational strategy training on Chinese L2 teachers’ use of MotS. Two teachers and four students from the experimental group were invited to participate in semi-structured interviews to provide a more comprehensive review of the research themes. Content analysis was used to analyze the teachers’ reflective journals on motivational strategy, the researcher’s field notes, and the interview data. The findings indicated that Chinese teachers did not regularly employ MotS in their classrooms and that perceptions of MotS varied between students and teachers. Also, students in the experimental group had much greater motivation levels, with L2 learning experience being the most significant predictor of motivation for Chinese EFL learners in learning L2. Motivational strategy training had a significant contribution to improving teachers’understanding of motivation and MotS and thus influencing students’ motivation. Hence, the study concluded that training in MotS was an effective way to motivate teachers to reflect on their teaching, actively study motivation theories, and explore improved teaching methods to enhance students’ motivation to activate the process of achieving successful second-language acquisition.