Problem Statement: Although teacher support is important for many student outcomes, including academic achievement, attendance, wellbeing, and dropout, related factors remain unexamined.The Purpose of the Study: The aim of this study was to investigate predictors of perceived teacher support of 15-year-old students who participated in the 2012 Programme for İnternational Student Assessment in either Turkey or Shanghai.Method: In this basic research, secondary analyses were performed with PISA 2012 data, and multiple linear regression analyses were used to predict the variables that affect teacher support as perceived by students. Findings:Results show that a sense of belonging at school, instrumental motivation for mathematics, mathematics self-efficacy, and attitudes toward school in terms of learning outcomes and learning activities are predictors of teacher support in Turkey. İn Shanghai, teacher support was predicted by a different set of variables, including mathematics teacher's classroom management, teacher behavior in terms of student orientation, interest in mathematics, attitude toward school in terms of learning outcomes, mathematics self-efficacy, and educational resources at home.