Recent literature justifies the use of virtual learning in supporting middle-grades students' mathematical knowledge development and emphasizes the critical role of motivation in learning (Lo & Hew, 2020; Murphy et al., 2020; Spitzer & Musslick, 2021). Intrinsic and extrinsic motivation both play a role in learning for middle-grades students, but the specific impacts of both for the online setting are not heavily studied in this population outside the classroom (Edwards et al., 2017; Ryan & Deci, 2020; Wilkie & Sullivan, 2018). To fill the gap in the literature, in this study, we designed and implemented a 12-week Voluntary Independent Virtual Mathematics Program (VIVMP) to improve middle-grades students' mathematical knowledge while also investigating students' motivation for virtual learning. The intent of the intervention program was to review concepts taught in school and help students reinforce mathematical knowledge. Each week, students were engaged with custom-made screencasts on grade-specific mathematical topics and completed a virtual practice assignment. To investigate student motivation regarding their interest in learning mathematics and being engaged with the VIVMP, students completed identical pre- and post-program surveys. Data from the pre- and post-surveys were analyzed using the Wilcoxon Signed-Rank Test with SPSS. Participants were interviewed on their experience with the program and their motivation for learning mathematics in the VIVMP. Students' motivation was analyzed regarding Ryan and Deci's Self-Determination Theory (2020) to understand its role in online learning for middle-grades mathematics students. Students' mathematical knowledge scores demonstrated that they performed moderately well after viewing the screencasts.