Student motivation is often an overlooked product of classroom instruction. Researchers have repeatedly called for broader measures to adequately assess and understand the effects of various instructional methods. This study sought to determine the effects of an experiential approach to learning on student motivation, as defined by Keller's (1987) ARCS model. Three research questions were established, and it was concluded that, (a) the type of instruction does not impact student motivation, (b) broad performance measures are not related to student motivation, and (c) learning style is related to student motivation. It was recommended that teachers vary their instruction to meet all learning styles, be purposeful in designing instruction as guided by Keller's (1987) process questions to embed motivation, be aware of preferred teaching roles to be mindful of meeting all learning modes, and include motivation as an educational outcome.