The purpose of this qualitative case study was to explore how a curricular choice majors program influenced teacher motivation and student performance at a charter high school in Pennsylvania from the perception of the administration and teachers. The theoretical foundation for this study was the attribution motivation theory. This theory discusses the idea that humans learn more efficiently when offered choices and, therefore, framed the overall focus of the study. Interviews were conducted with administration and members of the instructional staff at the charter school to collect data, in addition to a content analysis of the Website, ancillary data, and photographs. The sample was derived from a purposeful sampling of teachers and administration at the charter school, and resulted in six selected individuals. Several themes emerged from the study: culture, choice, students, support, and exploration and passion. These themes supported the research questions and ultimately explained how the program was influential. It was determined that the curricular choice majors program does positively influence teacher motivation and student performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]