The paper pointed out the need for an understanding of what motivates the young American Indian student to attend school and to want to achieve in a school setting. The Slosson Intelligence Test and the Wide Range Achievement Test were used to evaluate the effectiveness of the Engelmann-Becker Follow Through Program in motivating students. At the time of this study, the Engelmann-Becker system was used in 5 elementary schools on the Rosebud Sioux Reservation, South Dakota. Seventeen classrooms in these schools used the Engelmann-Becker curriculum. Of the 421 students enrolled in the classrooms, 390 were Sioux Indian children. It was concluded that motivation is a very difficult thing to measure with the existing testing devices used in the Follow Through Program. The tests did indicate that the students were doing quite well in reading but were lagging in spelling and arithmetic, which could be attributed to the tremendous reading program offered to the Follow Through students. Several parents have questioned some of the methods of instruction in this program. Three recommendations are presented, e.g., experimenting with new methods that might find better ways of teaching spelling and arithmetic to these students. (FF)