This article analyzes the psychological conditions for developing professional motivation among future foreign language teachers, based on a four-block pedagogical model (motivational, content, procedural, and outcome-based) developed by the author within her own research. The psychological mechanisms of professional motivation are examined not as an isolated list but through their internal interconnection and concrete manifestations in the process of pedagogical practice. The proposed conceptual table shows how each psychological condition manifests within its corresponding pedagogical block, bringing the theoretical analysis closer to practice.