The purpose of this study was to determine whether achievement motivation can be taught by either of two approaches common to the kindergarten. After being pre-tested for motivational levels, subjects were randomly placed in three groups: (1) cognitive-direct teaching of components designed to enhance motivation, (2) Social-social interaction within, self-selected activities, (3) Control-continuation of regular activities. These representative groups consisted of 82 kindergarten children. Significant growth in motivational level occurred in both cognitive and social groups as compared with the control group (.05 level). Incorporation of motivational sequences into kindergarten curricula appears advisable. (Author)