Following research that documented inadequate motivation as a problem through assessment of academic performance, student motivational surveys, teacher class records, and teacher journal entries, a program was conducted to increase the level of motivation of junior high school students in a middle-class community in central Illinois. Observations at the sites and a review of literature suggested probable causes for low motivation: low socioeconomic status, inappropriate parental supervision, peer pressure to underachieve, lack of transfer of class content, and lack of opportunity for students to help make decisions in the classrooms. Review of instructional strategies suggested an inadequate variety of lesson delivery and assessment. Three major categories of intervention were tried: use of learning activities that foster student awareness that knowledge and skills are transferable outside the classroom; increasing students' choices in assessment areas and learning activities; and students employing multiple intelligences strategies. Learning activities were taken from industrial arts topics, including measurement, technical drawing, woodworking, research and design, and small engines. Analysis of data indicated that the intervention had little or no impact on student motivation levels. Although teacher observations indicated that students exhibited more time on task with greater involvement in learning tasks, these motivation level changes could not be documented using the Motivated Strategies for Learning Questionnaire. (The report's 17 appendixes provide project material, such as journal entries and lesson plans. Contains 29 references.) (Author/KC)