When students are offered choices within assignments it increases buy-in and, therefore, motivation toward the task--and ultimately for the class itself. As a professor in an academic setting in which many millennials seem to be suffering from a persistent lack of motivation, it was a no-brainer for the author to consider creating a way to offer students some degree of choice within her curriculum to support a more positive attitude toward assigned work. As one who teaches primarily first-year-seminar classes at Landmark College where all students have a diagnosed learning disability (LD), attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), or other learning difference, and who are therefore considered at-risk as new college students, "motivation"--especially among the ADHD population--can practically be considered a dirty word. This article discusses how the author redesigned her course and reading assignments in a way that led students to embrace the idea of choice and increased class engagement and assignment completion.