In our cognitive motivational process model (Vollmeyer & Rheinberg, "Zeitschrift fur Padagogische Psychologie," 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, "European Psychologist," 1:100-122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors "challenge, probability of success, interest," and "anxiety" was measured with the "Questionnaire on Current Motivation" (QCM; Rheinberg, Vollmeyer, & Burns, "Diagnostica," 47:57-66, 2001) As an indicator for the functional state we assessed "flow" with the FKS (Rheinberg, Vollmeyer, & Engeser, "Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept]", Hogrefe, Gottingen, Germany, 261-279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model.