The aim of this article is to discuss how mathematics teaching with a closer connectionto students’ vocational orientation can increase their motivation to learn mathematics.This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who areunmotivated to learn mathematics because they do not see any relevance in the subject.However, there seem to be positive aspects regarding vocational students’ motivation tolearn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relationto self-determination theory, it is possible to see increased motivation linked to a senseof meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies,so that even those who do not see a future in the vocation they are training for will findmotivating factors for their learning in mathematics.