Problems of reflective practice in teacher preparation education give rise to this qualitative research to create a model of primary school preservice teacher reflective practice motivation, aiming to explore the nature and characteristics of motivation and apply it in the better understanding of reflective practice in teacher education. Grounded theory is employed to analyze the factors consisting of motivation from 23 participants' experiences through the circular coding procedures. Modeling generating goes through the theory emergent from multiple data collection to all data analyzed in open coding, axial coding and selective coding process with nVIVO 11. Model of motivation is created in the template of Fourier Transform, including group functions of three basic themes of time course, environment influence, and interaction. It represents that motivation of reflective practice is equal to the volume of Accumulative experiences with time *Intensity of environment influence *Summation of different properties of factors involved in the specific environment influence with the reward level. In functions: Motivation: F(m) = F(t)- I- _(-)^f(f(t)-g(e)-R). Implications and recommendations are discussed as well. Dissertation consists of 32527 words,136 pages length, and 5 chapters. Chapter 1 describes the background and relevance issues of the problem, and sets the rationale of the study and debriefs the research design. Chapter 2 reviews motivation theories applied into reflective practice in literatures and other motivation related issues. Chapter 3 introduces the grounded theory employed as the methodology in this study, addresses important methods, and frames the overall main procedures including data collection, analysis protocols and trustworthiness. Chapter 4 presents the process of data analysis, explanation of the findings and results, and modeling. Chapter 5 includes the implications, conclusion, limitations of this research and recommendations for future study.Problems of reflective practice in teacher preparation education give rise to this qualitative research to create a model of primary school preservice teacher reflective practice motivation, aiming to explore the nature and characteristics of motivation and apply it in the better understanding of reflective practice in teacher education. Grounded theory is employed to analyze the factors consisting of motivation from 23 participants' experiences through the circular coding procedures. Modeling generating goes through the theory emergent from multiple data collection to all data analyzed in open coding, axial coding and selective coding process with nVIVO 11. Model of motivation is created in the template of Fourier Transform, including group functions of three basic themes of time course, environment influence, and interaction. It represents that motivation of reflective practice is equal to the volume of Accumulative experiences with time *Intensity of environment influence *Summation of different properties of factors involved in the specific environment influence with the reward level. In functions: Motivation: F(m) = F(t)- I- _(-)^f(f(t)-g(e)-R). Implications and recommendations are discussed as well. Dissertation consists of 32527 words,136 pages length, and 5 chapters. Chapter 1 describes the background and relevance issues of the problem, and sets the rationale of the study and debriefs the research design. Chapter 2 reviews motivation theories applied into reflective practice in literatures and other motivation related issues. Chapter 3 introduces the grounded theory employed as the methodology in this study, addresses important methods, and frames the overall main procedures including data collection, analysis protocols and trustworthiness. Chapter 4 presents the process of data analysis, explanation of the findings and results, and modeling. Chapter 5 includes the implications, conclusion, limitations of this research and recommendations for future study.