Learning takes motivation; therefore, educators need to pay attention to what motivates the student to improve one's learning. It was not known how community college psychology students describe the use of gamification as a motivator for improved learning. The purpose of this qualitative descriptive study was to explore how psychology students at a community college in the Midwest United States describe the use of gamification as a motivator for improved learning. This study answered three research questions: (RQ1) How do community college students enrolled in a psychology class describe the use of gamification through Kahoot! as a motivator for improved learning? (RQ2) How do community college students enrolled in a Psychology class describe the experience of using gamification through Kahoot! within a psychology class? and (RQ3) How do community college students enrolled in a Psychology class perceive the use of gamification through Kahoot! as a tool to improve one's learning? To understand the phenomenon researched, the self-determination theory was utilized as the theoretical foundation for this study. Data obtained from 42 questionnaires and 10 semi-structured interviews were thematically analyzed individually and then triangulated. Results revealed that gamification, in particular Kahoot!, creates a fun and motivating atmosphere that establishes an environment which allows material to be presented or reviewed in an interactive manner. This technique needs to be utilized by future educators to enhance one's classroom and perhaps slow down the dropout rates for community college students due to an increased learning experience where student perceive an increase in learning. [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.]