This action research project developed and implemented a program to improve student motivation through use of multiple intelligences, authentic assessment, technology and positive teacher feedback to increase levels of student music achievement. The students of the targeted seventh grade music class exhibited low levels of motivation that hindered achievement within their music class. Evidence for the existence of the problem included quarterly music assessment scores that indicated student achievement and effort, a student music survey, an observation checklist, and student music portfolios that contained reflective learning journals. Probable causes for low levels of student motivation were identified through a literature review and an analysis of the setting. Four categories of probable causes were cited: student-based music and non-music-based factors, and family and school-based factors. The solution strategy involved a review of current educational literature, which resulted in selection of four major categories of intervention: music instruction within the multiple intelligences; instruction through the use of technology; student self assessment through authentic assessment strategies; and positive teacher-to-student feedback. Post-intervention data indicated increased student motivation and music interest resulting in increased levels of student music achievement. All four strategies were found effective because of the interdependent nature set forth in the construction of the intervention strategy. Includes 5 tables, 4 figures, and multiple graph figures. Contains 47 references and 38 appendices. (BT)