Student-athletes represents a large population within college communities and finding balance between the two identities of "student" and "athlete" can prove to be challenging. Researchers have shown that conflicts between the two identities exist, but there exists a limited number of studies in which scholars have analyzed the impact of multiple identities and different methods of instructional delivery on educational motivation. The purpose of this study was to determine if there is an influence between gender and instructional delivery on educational motivation using identity theory as a theoretical framework. A survey instrument that includes the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1993) and the Academic and Athletic Identity Scale (Yukhymenko-Lescroart, 2014) was distributed to 274 student-athletes at one NCAA Division-II university. Data analyses were conducted and results discussed after the collection of the surveys. Results revealed no statistically significant interactions between gender and instructional delivery on the educational motivation of student-athletes, F([subscript 2, 155]) = 1.33, p = 0.27. Instruction delivery was the only variable that produced an effect size of 0.01, reflecting a very small strength of association between variables. Data analyses indicated that there was no significant interaction between gender and educational motivation (t[subscript (157)] = -1.51, p > 0.05); however, instructional delivery and educational motivation data indicated significant interaction and rejection of the null hypothesis for research question 2 (t[subscript (159)] = 2.51, p < 0.05). Results were analyzed and discussed in relation to the research questions and implications for college academic administration and athletic administration are provided. [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.]