This action research project evaluated an intervention to improve student motivation, attendance, homework return, and academic growth. Participating were 22 third graders and 53 middle school students in two growing middle class communities in north central Illinois. Inadequate student motivation was documented through data on attendance, student time on task, class participation, and teacher journals recording classroom behavior and academic achievement. The resulting intervention consisted of: (1) cooperative learning activities implemented once weekly; (2) implementation of student choice concerning activities and assignments; and (3) lessons designed to reflect students' learning preferences, using a multiple intelligences perspective. Post intervention data indicated an increase in motivation for most of the targeted behaviors, especially staying on task, using time wisely, and asking and answering questions. Attendance rates fluctuated throughout the intervention. Teacher journals revealed a shift toward teachers assuming a facilitator role and an increase in the use of lesson plans targeting the seven multiple intelligences. (Eight appendices contain data collection instruments and sample instructional materials. Contains 37 references.) (KB)