Noting that developing self-motivated, empowered students is an ongoing challenge for teachers, administrators, and parents, this action research project sought to build intrinsic learners, using cooperative learning and multiple intelligences. Participating in the project were students of two third-grade regular division classes and sixth and eighth grade gifted classes. Student deficits in organizational skills and work ethic were documented by means of teacher observation, test scores, report card grades, and effort grades. The 18-week intervention was comprised of cooperative learning activities, introduction to multiple intelligences, and lessons integrating cooperative learning and multiple intelligences. Also used in the classroom were a positive discipline plan and the encouragement of study skills. To assess the effects of the intervention, pre- and post- intervention parent and student surveys were used as well as weekly teacher observations, checklists, grades, and individual student and teacher reflections. Survey findings revealed that students enjoyed cooperative learning activities more than other activities. The focus of the intervention with third graders was on developing social skills; those skills did not transfer beyond the actual cooperative group work. Parents noted that children spent less time on homework after the intervention but did not notice any impact on their children's work habits. Students reported increases in writing down their homework assignments, and preferences for working in cooperative groups, but no changes in doing their best on school work. Researchers noted an increase in completed homework. (Eight appendices include sample instructional materials and data collection instruments. Contains 41 references.) (KB)