This paper discusses the association between achievement motivation and cultural differences. It maintains that the culturally different can be motivated to achieve if provided the proper motivational context. Earlier traditions for stimulating achievement motivation in the classroom are reviewed, including changing the person, changing the environment, and manipulating roles and normative expectations. New strategies in motivational theory are also described, with an emphasis on causal attribution, or empowerment of the student. It is suggested that techniques to improve student motivation can be taught to teachers. A bibliography is appended. (APM)