This study was prepared to evaluate the effect of biology teachers' classroom management profiles on the biology course motivation level of the high school students. Descriptive scanning method was used in the study. 3142 students and 110 biology teachers participated as a study group. The data were collected with "Biology Course Motivation Survey" and "Classroom Management Profile Inventory". In this study, the reliability coefficient of Cronbach-Alpha was found as 0, 89 and it was found 0, 68 for classroom management profile inventory. To evaluate data, descriptive statistics, independent groups t-test, multi factor analysis of variance, Bonferroni multiple-comparison test, Pearson Correlation coefficient and general linear regression analysis were used. At the end of the study, the motivation level of the students was found "medium" and it is determined that biology teachers prefer using highly authoritative teacher profile. The motivation of the students, whose teachers have indifferent classroom management profile, was found the highest. On the other hand, there is a high and linear relation for students between biology course motivation points and inner motivation, interest for learning biology, responsibility for learning biology, reliability dimensions for learning biology. In addition to that, it was understood that the classroom management profiles of the biology teachers are not meaningful predictors of biology course general motivation level for students.