This contribution explores motivational factors from the perspective of students in order to design an effective approach to teaching. Its purpose is twofold. First, it pinpoints findings from a student needs analysis regarding their learning in relation to today’s teaching reality. Second, the findings serve as the basis for proposing a corresponding set of tools to implement an effective approach to teaching. The student needs analysis was conducted at the Škoda Auto University in Mladá Boleslav, Czech Republic, originally pursuing students’ motivation in language learning. The data disclosed rich information about student learning sentiments and motivation, suggesting that it is internal rather than external drives that play a key role in their determination to learn. These include a desire for self-advancement, challenge, achievement, or success, as well as a need to link the content of learning with internal feelings, interests, and experiences. The set of methods described in the subsequent part of the study are designed for the initiation of each lesson or opening a new topic, a phase during which students become motivated and make internal decisions about the degree of involvement with the subject. Linked to the findings from the research, they help teachers to welcome students’ perspectives and autonomy, tapping into their feelings, ideas, or personal experiences.