This study sought to identify the motivation, perception of organizational climate and performance of faculty and students in two Asian teacher-training institutions. It also sought to ascertain the relationship between and among the variables. To shed light on the problems, a descriptive-correlational investigation was conducted. The focus of analyses were the 68 faculty members and 130 students in two Asian teacher-training state institutions. The instruments included the Motivational Analysis of Organizations-Behavior (MAO-B), the Motivational Analysis of Organizational-Climate (MAO-C), and the Faculty Performance Self-Appraisal (Form IV). Grade point averages (GPAs) were used to represent the scholastic performance. Data were analyzed using the t-test, the Person r, and the Stepwise Multiple Regression Analysis set at .05 alpha. The investigation found that extension was the most prevalent motivation. This was followed by expert influence and by control. The Filipino faculty was motivated by extension while, the multi-racial faculty, expert influence. Among the Filipino students and those in a multi-racial faculty setting, extension was the predominant motivation. The Filipino faculty's perception of their climate was that of expert influence while, the multi-racial faculty's was that of control. Organizational climate was perceived as expert influence by Filipino students and extension by those in the multi-racial faculty setting. Teaching performance was very satisfactory for both faculties while, scholastic performance of the students was satisfactory. Significant differences were found in the motivation among the students grouped as to gender in a multi-racial faculty setting and in the perception of organizational climate and in teaching performance between the younger and the older multi-racial faculty. Among the variables, significant relationship was found between age and performance among the Filipino faculty; between age and performance among the multi-racial faculty; and between gender and motivation among the students in a multi-racial faculty setting. Finally, origin, gender and age were found to significantly and independently predict performance.