The aim of this mixed method action research study was to determine if a relationship exists between motivation and achievement. The participants in this study were elementary gifted students. Students first identified their individual learning styles as either "global" or "analytical." The gifted teacher then planned lessons that provided students with choices that aligned with their learning styles. The aim of the study was to determine whether student achievement and motivation would increase when a teacher used lesson plans that align with students' predominant learning style and offered choice. Survey results showed no significant increase in students' motivation to learn (p value at 0.40). The difference in proportions test revealed a z-value of 1.53 (p = 0.06), meaning results were nearly significant. The Pearson correlation revealed an r value of 0.88, representing a relatively strong positive correlation between motivation and achievement. Qualitative data was gathered through a teacher interview and focus groups with the student participants. The teacher reported that she found the study to be enjoyable and informational. Students reported feeling similarly positive about the intervention. The researcher recommends continued study and professional development for teachers on learning styles and offering choice to students to increase motivation and achievement. The needs of the brightest students are not being met in some school systems; therefore, further advocacy for gifted education in Illinois is needed. [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.]