This research reports on a descriptive study conducted by interviewing 18 U.S. history teachers of eighth-graders in seven middle schools in a Pacific Northwest school district. The volunteers were from middle-class suburban schools with an average of 15 years teaching experience. The research questions focused on: (1) What strategies do social studies teachers use to motivate students to learn U.S. history? (2) What reasons do these teachers provide to explain their use of particular motivational strategies? and (3) What implicit theories do the teachers hold about the goals of their instruction? and (4) How do their goals for U.S. history instruction relate to their use of motivational strategies? The study showed the five most frequently mentioned strategies were simulations, projects, games, historical novels, and relating history to the present. A sample of the teachers' students expressed a desire for strategies that encourage active participation and suggestions for teachers to make the study of history more realistic. Findings suggested that teachers need to make the U.S. history curriculum motivating by including supplemental activities. Contains 16 references. (EH)