This practicum was designed to increase concept mastery of 11th grade chemistry students by improving instruction, motivation, and writing skills. The problem addressed was that many chemistry students, perform well in group learning situations, such as labs, but perform poorly on content-mastery tests. As a result of reviewing the literature, the writer found that a variety of methods and a student-centered approach made instruction more effective. The solution strategies selected were: (a) improving instruction by adjusting traditional teaching methods, (b) increasing motivation by using technology and cooperative learning, and (c) enhancing writing skills by means of SQ3R (Survey, Question, Read, Recite and Review), graphic organizers, and text analysis. The results of the practicum indicated that the selected solution strategies fostered content-mastery among the subject students. There was an increase in the number of correct multiple choice items on content-mastery tests and an increase in volunteered answers. Student' essay writing scores improved as well. (Author/WRM)