This practicum project implemented a program designed to improve the motivation to learn among fourth- and fifth-graders in a fast growing, industrial community surrounded by prosperous farms in northern Illinois. The problem of low motivation was documented by systematic classroom observations, teacher interviews, and student surveys. Analysis of probable cause data revealed that students had little or no ownership in their learning, demonstrated little confidence and low self-esteem, and exhibited an inability to transfer learning. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of four major categories of intervention: implementation of cooperative learning strategies, development of a portfolio assessment plan, application of a tool to foster organizational skills, and institution of goal-setting techniques. The four-part intervention had a positive influence on the students' academic motivation. Evidence of academic motivation included an increase in the number of extra academic activities completed, the positive feedback on the portfolio assessment and assignment notebook, the relationship between the goals set and then accomplished, and the positive classroom atmosphere created by the use of cooperative learning strategies. (Contains 20 references and 23 appendices including sample forms, progress data, portfolio information, and other samples generated from the study.) (Author/SD)