A program was implemented for improving student's motivation in order to increase their performance and self-esteem. The targeted population consisted of primary grade students in middle-class communities within the southwest suburbs of Chicago. Analysis of probable cause data revealed students' lack of skills related to organization, communication, and peer interaction. Faculty reported student deficiencies in active listening and problem-solving skills. Review of instructional techniques revealed that a variety of teaching strategies to meet the needs of many types of learners within the classroom were not being employed. An analysis of the problem setting resulted in the selection of two major categories of intervention: (1) an increase in instructional emphasis on organizational skills and implementation of cooperative learning strategies in student learning tasks. Follow-up assessment indicated that the students showed a marked increase in the use of the targeted organizational skills. As a result of cooperative learning strategies used in the classroom, task-related behaviors also showed improvement. The number of parent contacts decreased. All facets of student work, including test scores, revealed greater productivity. (Three appendices include copies of the informed consent and parent-child survey, a behavioral checklist, a student self-assessment form, and materials used to promote cooperative learning. Contains 59 references. (AA/Author)