Some approaches to teaching mathematics have led to decreased student motivation. Gamification is an application of game elements within nongame settings. While gamification may increase motivation in other contexts, its effective use in digital mathematics instruction to motivate elementary students is undetermined. Based on the constructs of self-determination theory (i.e., autonomy, relatedness/recognition, competence/self-efficacy), intrinsic and extrinsic motivation were the two determinants used to develop research questions and frame the study. The purpose of this qualitative study was to identify how intrinsic and extrinsic motivators embedded within gamified digital mathematics instructional programs contribute to motivation levels of third- through fifth-grade students at an elementary school located in central Texas. A target research sample that consisted of 38 participants was identified which then produced a data producing sample of 20 participants. Semi-scripted phenomenological interviews were conducted. Data were analyzed by each research question to identify the degree to which gamified components, across nine different subtypes (interest/enjoyment, perceived competence, effort/importance, perceived choice, value/usefulness, intrinsic motivation, external regulation, introjected regulation, and identified regulation), impacted student motivation. This study concluded that students reported the highest motivation levels with a combination of intrinsic and extrinsic gamified motivators. Data suggested that a lack of autonomy established by mandatory participation in digital mathematics instructional programs positively impact motivation. Future research could address the impact of gamification upon levels of motivation by age or grade level and how levels of motivation change over time. [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.]