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Teachers’ motivation has been shown to substantially impact on their students’ motivation. We assume teachers to express their motivational beliefs through their classroom practices and consequently transmit their beliefs to their students who incorporate and express these beliefs themselves. To test this assumption, we estimated the impact of 70 teachers’ math utility value on their 1,744 students’ math utility value out of 79 classes from German academic track schools. Multilevel mediation analyses showed that teachers’ utility value predicts students’ utility value significantly via student-perceived relevance support from their teachers. The indirect path via student-perceived relevance support contributed substantially to the total effect from teachers’ to students’ utility value.