Virtual K-12 schools are growing rapidly in the U.S., providing students the opportunity to learn at their own pace. Lack of motivation has been cited as a major cause of failure to succeed by distance education students (Kim & Keller, 2008; Moore & Kearsley, 1996). To address this issue, distance educators need to identify what specific factors motivate learners in a virtual environment to perform. Because instructors are crucial to the success of virtual students, distance educators also need to identify characteristics of virtual instructors which effectively motivate students. There are two main purposes of this study. The first is to identify whether or not there are significant differences in John Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivational constructs in virtual ninth grade English I students based on instructor experience. The second is to investigate the perceived instructional practices that contribute to motivation. Virtual ninth grade students who had completed 65-99% of the English I course were surveyed using Keller's Course Interest Survey to measure which ARCS constructs motivated them to perform. The response rate was 18% (n=78). English I instructors were also surveyed to obtain ARCS perceptions. Quantitative statistical procedures were utilized to analyze data. Qualitative data was also gathered and organized in themes. Outcomes indicated that both novice and experienced teachers were effective in motivating students. While there were no differences in Attention and Relevance scores based on instructor experience, students who had experienced instructors had statistically higher Confidence and Satisfaction scores than students with novice instructors. It was posited that Attention and Relevance may be driven by course design, while Confidence and Satisfaction may be instructor driven. Students perceived the most motivating factors were instructional practices including timely, constructive feedback, flexibility, and frequent instructor-student communication. Distance educators can use the knowledge, skills, and abilities of experienced educators to design effective facilitator training focused on strategies for building student confidence and satisfaction. The skill of feedback should be modeled and practiced. Educators may increase motivation by considering Keller's ARCS constructs when designing and facilitating virtual curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]