Because the high school statistics curriculum is often teacher centered and lacking in innovativeness, students tend to struggle academically in statistics courses, particularly those students who are served by special education. This problem has been linked to a student's motivation to learn. The purpose of this study was to investigate the effect of challenged-based curriculum on student motivation and academic performance among regular and special education students enrolled in a high school statistics course. The research questions examined the effectiveness of challenged-based curriculum in increasing high school students' motivation to learn and their academic performances in a statistics classroom. Valence-instrumentality-expectancy (VIE) theory, social cognitive theory, evolutionary psychology, and constructivism provided the theoretical foundation for this study. Participants in this quantitative study included 100 students, ages 16 to 19, enrolled in a high school statistics course. The challenged-based curriculum utilized a complete statistics unit taught with strategies conducive to active learning. Statistical t tests indicated significant increases in student motivation and academic performance. Further research involving other mathematical disciplines and varying grade levels is recommended. This study contributes to social change by building the skills students need to become motivated and contributing members of society through the experiences that are integrated in the challenged-based curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]