Behavioral change is complex to achieve as it is often influenced by how people think, how they make decisions, and how they act. When planning teacher professional development (TPD), considering human behaviors and motivational drivers is important. Even when teachers gain knowledge from TPD opportunities, it does not always result in changes in teaching practice (Copur-Gencturk and Papakonstantinou 2016; Gess-Newsome and others 2019; Lu and others 2019). Thus, TPD programs need to be designed to motivate teachers not only to participate and acquire knowledge but also to continue to apply their new skills. Achieving such TPD design requires understanding the psychology behind what keeps adults engaged, satisfied, and incentivized to undergo new learning processes that change their behaviors and practices. The objective of this technical guidance note is to present evidence-based strategies that can help teachers overcome motivational barriers to behavioral change in the TPD journey. These strategies can be used by practitioners to design TPD programs that will improve teaching practices and, thereby, student learning. Evidence for this note draws from global experiences and, where possible, is informed by rigorously evaluated interventions. Addressing the motivational barriers can bring about teachers' behavioral changes by enhancing their motivation to (1) participate in TPD, (2) acquire new knowledge and skills, and subsequently (3) apply what they learn in their classrooms. The note uses insights from both intrinsic and extrinsic motivation theory, adult learning, and a positive psychology model, which is linked with the increasing well-being of individuals (Seligman 2011).