This article describes learning walks that focus on enhancing student intrinsic motivation and learning at a dual-language pre-K-8 urban public school. Descriptions in this case study are a composite based on the authors' actual experiences as well as ideas from literature and other schools. About once a week at Chicago's Talcott Fine Arts and Museum Academy, the principal, assistant principal, or teacher leaders lead a learning walk with a different grade level of teachers. The learning walks are meant to deprivatize teaching and encourage instructional improvement conversations focused on intrinsic motivation as the foundation for language learning and academic success. Teacher teams visit several classrooms, looking for examples of the motivational framework for culturally responsive teaching (Ginsberg, 2015); interviewing a student to understand whether that student finds learning relevant and supportive of student choice; and looking for challenges, engagement, and assessment practices. Teacher surveys show that teachers are surprised at how much they learn from these walks and that the process helps them think about their own teaching.