This paper describes a program to increase motivation and interest in social studies among fourth-grade students in a growing middle class community in central Illinois. The lack of motivation and disinterest in social studies is evidenced by student attitude surveys, teacher surveys, teacher observations of student time on task, and student reflection journals. Students and teacher reported a lack of student motivation and interest in social studies and too little time devoted to the subject matter. Three major categories of intervention were identified including: (1) the implementation of lessons utilizing multiple intelligences; (2) application of cooperative learning strategies; and (3) use of student reflection journals. The research concluded with a final student survey showing an increase in students choosing social studies as the favorite subject. Multiple intelligences and cooperative learning showed a positive effect on student motivation. Student reflection journals were only written periodically so no conclusions can be made on the impact of reflection journals on student motivation. Seven appendices offer student and teacher surveys, as well as lesson plans and activities for active engagement. (EH)