Motivation to learn is a necessary factor to benefit education. However, only some students are motivated to learn. Some students are extrinsically motivated through physical rewards or prizes, which are temporary. Other students are intrinsically motivated through different factors such as curiosity, recognition, competence, and relatedness, which positively impact academic proficiency and behavior. However, existing literature suggests intrinsic motivation needs to increase in the traditional learning environment (Alamri et al., 2020; Malinauskas & Pozeriene, 2020). Research also suggests that intrinsic motivation is associated with engagement (Alamri et al., 2020; Malinauskas & Pozeriene, 2020; Talmi et al., 2018; Tasgin & Tunc, 2018) and directs the students' choice of behavior in the classroom (Sieberer-Nagler, 2015). Additionally, the existing literature confirms that students' interest and engagement in classroom activities increase their intrinsic motivation, and student autonomy-supported learning activities increase student engagement and interest in learning. Alamri et al. (2020) identified the personalized learning model as the most effective method to increase student engagement and interest because it promotes student autonomy-supported learning activities. This study aimed to expand the research of Alamri et al. (2020) using personalized learning in a traditional classroom setting to increase student engagement and to examine intrinsic motivation, academic proficiency, and behavioral issues in the classroom. This quantitative study examined two research questions. The first question examined the mean difference of variables before and after implementing personalized learning to identify the impact of personalized learning in traditional learning environments. The second research question examined the correlation between intrinsic motivation and academic proficiency and between intrinsic motivation and behavioral issues before and after implementing personalized learning. The population of this study was ninth to twelfth grade students in an Animation class at a public high school in the United States of America. Participants were selected using the convenience sample method. Data analysis of the study utilized non-parametric tests due to the fewer participants and the non-normal distribution of data. The hypotheses were tested using the Wilcoxon Signed Rank Test and Spearman's Rho correlation. Data were analyzed using IBM SPSS software. The results identified a statistically significant difference in academic proficiency and behavioral issues after the implementation of personalized learning compared to before implementing personalized learning. However, no statistically significant difference in intrinsic motivation was identified after implementing personalized learning. The correlation study identified a relationship between intrinsic motivation and academic proficiency and intrinsic motivation and behavioral issues after implementing personalized learning. The research limitations include the sample size, scales used, and non-parametric tests utilized in this research. Recommendations for future research are mixed study design, different populations, and different school settings. [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.]