Despite changing rhetoric, fifty years of educational reforms have largely relied on deductive, didactic pedagogy focused on rote memorization and knowledge consumption. This article focuses on inductive, investigative approaches to schooling that lead to enjoyment, engagement, and enthusiasm for learning. The Enrichment Triad Model and Prism Model, for reversing underachievement, are based on students' strengths and interests and the promotion of joyful learning. As such, these counterintuitive approaches to school improvement offer promising alternatives to "drill and kill" approaches that have left vulnerable at-risk students bored and alienated. Our goals are to minimize boredom and to improve achievement and creative productivity by the infusing of enrichment experiences into any and all aspects of the curriculum. Judicious use of technology and professional development can help make enjoyable enrichment learning a reality, developing in young people an enduring passion for learning. Infusion of this type has been shown to improve the culture and atmosphere of a school, to expand the repertoire of teachers, and change the mindsets of students.