An action research project was designed and implemented to improve student motivation and performance levels in middle school music performance programs. The targeted population consisted of 43 eighth-grade band and choral students in two diverse suburbs of a large Midwestern city. The problem of lack of motivation to achieve high levels of performance was documented through teacher observation and assessment of student responses to challenging assignments. Analysis of probable cause data indicated that students may attribute musical ability to talent rather than effort. In addition, students may experience a lack of motivation in performance groups because they lack a connection with the literature chosen by the director. Reviews of instructional strategies indicated a lack of opportunity for performance students to listen to and analyze professional performances as well as their own performances. A review of solution strategies suggested by the literature combined with analysis of the problem setting resulted in the selection of the following intervention strategies: students will listen to and analyze professional recordings of music to be performed; student-led sectional rehearsals will be held; and students will critique their own videotaped performances. A comparison of pretest and posttest results showed an increase in music achievement scores from 79.6% to 90.2% for band students and from 74.5% to 87.7% for choral students which led teacher/researchers to recommend providing opportunities for performance students to listen to and analyze professional recordings as well as their own performances. Student-led sectional rehearsals are also recommended. (Contains 3 figures, 4 tables of data, and 21 references. Appendixes contain a checklist for recording intervention, a sectional rubric, a student reflection form, audition forms, and a survey for music performance groups.) (Author/BT)