This paper describes conceptualization and research on student motivation to learn, which is treated as the ideal motivational state for students in classroom settings and defined as the tendency of students to engage in academic activities with the intention of trying to get the intended academic benefits (knowledge and skills). Student motivation to learn is differentiated from related concepts that do not appear to apply as well to the primarily cognitive (rather than physical skill) learning that occurs in the work setting of the classroom (rather than in recreational or other free choice settings). Research is reviewed showing that neither teachers nor students say much about the content or skills being learned or give other evidence to suggest that student motivation to learn is a major factor influencing behavior in typical classrooms. The paper concludes with description of programmatic research designed to change this situation, and offers guidelines about how teachers can use modeling, communicaton of expectations, and other socialization mechanisms to stimulate their students to develop and activate motivation to learn during everday academic activities. (Author)