This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement. This study involved 98 students in grades 9 through 12 who completed questionnaires, and seven teachers who completed interviews. Results showed an academic achievement gap indicating that females performed better academically than males, but showed little difference between mean scores for males and females on questionnaires. An ANOVA identified that achievement goals had a significant effect on grade point averages. A Pearson coefficient indicated a significant relationship between perceived ability, achievement motives, and achievement goals. Qualitative analysis indicated females exhibited more interest in school, self motivation, and care related to grades. Males were reported to lack strong male role models. School culture reportedly reflected an attitude that, "it's not cool for males to be smart." This study concluded with a review of implications regarding the relationship between the gender achievement gap and academic motivation, along with recommendations for school leaders to assess gender gaps in their systems and to focus professional development towards eliminating gender gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]