What happens when teachers, neuroscientists, and students combine their perspectives in a three-way dialogue about why selected classroom lessons were highly motivating? They discover that the factors that teachers and students believe important to student motivation are solidly aligned with insights from neuroscience. Author Kathleen Cushman describes a working group she established to analyze successful lessons by combining the perspectives of all three of these groups. In meetings over a year, the working group's discussions confirmed that motivation depends on two factors: how much students value the learning task, and whether they have the expectation that they can succeed. For example, the power of value was demonstrated in a lesson in which a science teacher started a unit on combustion by setting various things on fire safely, thus creating a level of excitement and interest that, according to the neuroscientists, put the students' neural systems into an ideal attention state. Cushman provides additional examples of successful lessons, discussing how each one promoted value, expectation, or a combination of both factors.