Students’ perceptions of teachers’ behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students’ perceptions of teacher behavior and its relationship with academic motivation. In this sense, students’ perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.