In order to enhance our understanding of individual differences in scholastic motivation, the present study examined if social relationships in school are equally important for motivation across a large sample of adolescent students. Based on past research as well as our preliminary findings, it was hypothesized that there would be four different motivation types (MT): (1) teacher-dependent MT, (2) peer-dependent MT, (3) teacher- and peer-dependent MT, and (4) teacher- and peer-independent MT. Self-report data of 1088 seventh and eighth-grade students' perception of social relationships and scholastic motivation were used to test our model of four different motivation types. Confirmatory latent class analysis (CLCA) was conducted. In line with our hypothesis, the results of the CLCA confirmed our 4 latent class model. The results indicate the relevancy of the typology. The findings could be integral to the creation of learning programs that support students on a more individualized level. (Contains 3 tables and 2 figures.)