This report describes a plan for using the multiple intelligences to increase student motivation. The target population consisted of a sixth grade reading class in a rural setting, and second, fourth, and fifth grade students in a pullout ESL (English-as-a-Second-Language) program in an urban setting. The lack of motivation became evident as observed in incomplete assignments, low test scores, and disinterest in subject matter. A review of the literature indicated motivation to learn is a problem nationwide. Students need to be self-motivated since extrinsic rewards may be counter-productive. Traditional teaching methods often do not target individual student learning styles. A review of the solution strategies by knowledgeable others suggested that an emphasis on changing teaching styles can improve motivation. These styles included using cooperative learning and implementing multiple intelligences in the curriculum. De-emphasizing extrinsic rewards such as grades, verbal praise and tangible rewards may foster a natural curiosity for learning. As a result of implementing multiple intelligences and cooperative learning groups, students showed an increased motivation in class work. Use of multiple intelligences improved assignment completion, class participation, and engagement of learners. All students benefited from choosing how they learn. Post intervention data suggest providing student choice. Appendixes contain student motivation and multiple intelligence survey instruments, a cooperative learning behavior checklist, and a homework checklist. (Contains 28 references and 2 tables of data.) (Author/RS)