This paper reports the outcomes of a motivation training program for preadolescents. The program consisted of activities, strategies, and 18 mini-lessons designed to enhance preadolescents' academic achievement motivation. Cartoon characters were used to present motivational concepts such as causal attributions, self-efficacy, persistence, confidence, and responsibility. Program activities included goal setting, role playing, using strategies, and reading and writing stories depicting motivational concepts. An evaluation of the program indicated that preadolescents who received motivation training obtained higher motivation scores than did preadolescents who did not receive training or were tested before training started. Subjects were 151 public elementary school students in grades 4, 5, and 6 who received the motivation training program. A control group of 200 students in a similar public elementary school did not receive the motivation training. The effectiveness of the training was assessed using a separate sample pretest-posttest quasiexperimental design with 60 randomly-selected students from each school. There were five fourth-graders, five fifth-graders, and five sixth-graders in each of four cells (15 students from each school at either pretesting or posttesting). Motivation was operationally defined as scores on the Antecedent Attributions Test and the Preadolescent Motivation Inventory. Five tables present study data. There are 32 references. (SLD)