The information from this research study addresses the needs of teachers attempting to understand their role and successful elementary teachers' motivational instructional strategies they can use for urban elementary students. Basic qualitative methodology was chosen for this study because it allowed the study to have participants who had experience or a deeper understanding relating to the research question. Using basic qualitative research allowed the interpretation of results to be from a combination of field notes, interview audio, and the researcher's perspective from the natural setting. The population studied was urban elementary school teachers in Grades 2-6, with the target population that commenced in an urban district in the South Atlantic portion of the United States. The 12 participants were selected for this study because they have a reputation for successfully teaching at-risk students. The researcher was the primary instrument in this study for the collection and analysis of the data. After a data analysis, the common pattern of terminology opened the door for the creation of seven main themes, (a) intrinsic motivation, (b) peer to peer collaboration, (c) conducive environment, (d) real world connections, (e) differentiation, (f) relationships, and (g) technology. Students, parents, teachers, administrators, and all interested stakeholders can use this study as a platform to engage the current motivational strategies used to catapult achievements levels of students, specifically urban students to assist in closing the academic achievement gap. [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.]