This report described how implementation of differentiated assignments provided documentation of how students' motivation increased. The volunteers that participated in this study were 6th, 7th, and 8th graders. Students struggle academically to meet the expectations of their instructors. These struggles impact how students learn academically, behave socially, and participate collaboratively within a classroom. Implementation of differentiation showed some improvement in students' learning as well as increases in student motivation. These strategies were documented using surveys and exit slips. Participants received a multiple intelligence survey to see how their individual learning styles impacted their academic success. These collection tools were documented to show how students progressed academically. As teachers, we influenced the attitudes and motivational levels of our students. Providing positive reinforcement and leveled assignments, our students experienced success and progressed academically. The intervention's post data resulted in academic growth. Using differentiated strategies allowed students to become motivated according to their ability. There were extraneous factors that affected the students' level of motivation; however, the majority of students showed an increase in motivation. This increase was a result of using differentiated methods of instruction in a classroom setting. The implication of these tools allowed students to become successful in their academics. Eight appendixes are included: (1) Parental Information Letter; (2) Student Informational Letter; (3) Student Survey; (4) Parent Survey; (5) Pretest; (6) Posttest; (7) Exit Slip; and (8) Multiple Intelligence Test. (Contains 27 figures and 5 tables.)