A common theme among faculty at many universities is that student motivation to learn is lacking in the classroom. The primary concern of today's students is to obtain A and B grades regardless of demonstrated proficiency in the subject matter. Concern about students' motivation to learn is evident at the accounting educator's conference known as the Colloquium on Change in Accounting Education. Without marginalizing the significant problems many faculty may be facing, the author cautions faculty to avoid a negative halo effect, whereby the disruptive attitudes and behaviors of a few highly visible students unfairly bias how faculty employ their expertise in the design and management of the learning process. In this article, the author provides preliminary evidence of students' motivation to learn in an intermediate accounting course at an Association to Advance Collegiate Schools of Business accredited undergraduate university. The author uses group testing to enhance student learning in an intermediate Accounting I class and gives students an option to choose a test-retest format for calculating their exam grades. (Contains 2 tables.)