Teachers are the prime agents in bringing about social change. This huge responsibility is resting on teachers’ shoulders, and as a result, it makes this profession a very demanding career. Even teachers require leisure-time. They need to be recreationally motivated, which includes fulfilling personal goals such as the need for affiliation, liberation from stress or the boredom of daily routines, and the pursuit for a challenge. For this study, the tool used was the Intrinsic Leisure Motivation scale (ILM) developed by Ellen Weissinger and Deborah L. Bandalos (1995). The sample of the study consisted of 92 prospective teachers from Aligarh Muslim University. The analysis revealed that the Intrinsic Leisure Motivation of prospective teachers had scores above the average. Intrinsic Leisure Motivation sub-dimensions like self-determination, challenge and competence had almost the same highest mean while commitment had the least mean. A significant difference was found in favour of prospective male teachers in the Intrinsic Leisure Motivation (on sub-dimensions like self-determination, commitment and challenge). Another finding of this study was that no significant difference was found in rural and urban prospective teachers’ mean scores. Lastly, the sample under study did not share a meaningful relationship between Intrinsic Leisure Motivation (with its respective sub-dimensions)and academic achievement. The educational implications have been drawn and discussed, according to the findings, in the research paper.