The purpose of this study is to examine the effects of motivational teaching strategies and traditional teaching strategies on academic achievement and student attitudes toward mathematics. The sample consisted of 15 students from an adult high school who were seeking to pass the math Tennessee Competency Assessment Program exam. The students were taught one six-week unit using traditional strategies and one six-week unit using motivational strategies. Equivalent materials were used during both six-week periods. An attitude survey, publisher-created exams, and experimenter-created exams are used to collect data. The data from the exam scores and the survey were both analyzed using t-tests for paired samples. The results showed a significant difference in teaching strategies on academic achievement and in student attitudes toward mathematics. (Author)