The authors investigated teacher and student perspectives on the motivation of high school students in differently tracked science courses. Participants were 2 highly motivational teachers who took part in interviews and classroom observations focusing on motivational strategies in their science classes. Student participants from each teacher's class were given a Likert-type survey on their views about motivation in science. Effective strategies in the higher tracked classroom included incorporating enthusiasm into presentations, promoting a nonthreatening class atmosphere, and connecting the adolescent world to science. In the lower tracked classroom, effective strategies included encouraging dialogue, using practical applications, building self-confidence, and using hands-on inquiry activities. The authors discuss implications for science teachers and for increasing all students' engagement and interest in science. (Contains 2 tables.)