The purposes of this study were to explore the relationships between teachers´ preference and pupils´ social status and to find the students´ achievement motivation and internal-external control construct which would be influenced by the teachers´ preference and pupils´ social status. The subjects were 305 fifth and sixth grade elementary school students-153boys and 152 girls. Relevant tests or questionnaires were given to measure teachers´ preference, pupils´ social status, achievement motivation and I-E Control Scale. The analysis of data revealed that all of the research hypotheses were supported. The main findings were as follows: 1. There were positive correlations among teachers´ preference and students´ social status, achievement motivation and I-E control construct. 2. The well-liked and high social status students had a stronger achievement motivation than the less well-liked and low social status students. 3. The well-liked and high social status students had a stronger belief in internal control than the less well-liked and low social status students. 4. The girl students in this study were generally more liked by teachers than were the boys. The girls also had a stronger achievement motivation than the boys did.