This action research project evaluated a program of activities to increase the engagement of high school students in their learning. The targeted population consisted of freshman, sophomore, and senior students in a middle class community in central Illinois. The lack of student engagement that posed a problem in academic progress was documented by means of parent and student questionnaires, teacher observations, student academic performance, teacher anecdotal records, and teacher/student journal entries. Analysis of probable cause data revealed that the components contributing to the detached approach of students to their learning environment involved motivation. A review of the data revealed that parents and students had unsound priorities and unrealistic perceptions that impacted student educational involvement. A look at traditional school components indicated that static curriculum, lack of student empowerment, and ineffective teaching methods permitted students to be passive learners. A review of solution strategies resulted in the selection of two major strategies for intervention: the incorporation of cooperative learning activities and the use of alternate assessment tools, both utilizing the Multiple Intelligences Theory. The post-intervention data indicated that the aforementioned strategies did result in improved student enjoyment and a feeling of competency, which led to greater student engagement in learning and academic growth. (SD)