The study investigated the effects of intrinsic motivation training and/or written language training on the written language achievement and motivation of 55 learning disabled adolescents (grades 10-12). Interventions included Alley and Deshler's "Learning Strategies" approach (writing strand) and "TARGETS," a systematic instructional strategy designed to enhance intrinsic motivation of learning disabled adolescents. Students were assigned to one of four treatment groups. Group 1 received a combination of the Strategies/TARGETS interventions. Group 2 received Strategies alone, Group 3 TARGETS alone (along with a traditional writing program), and Group 4 (the contrast group) received only the traditional writing program. Treatments were administered 3 days per week for 7 weeks. Pretests, posttests, and 2-month follow-up tests consisted of two measures of written achievement and two motivation measures. Analysis of variance on ranked data indicated that gains made by the contrast group (Group 4) were significantly better than those of the other three treatment groups. Posttest performance was maintained for all four groups at follow-up testing. Results are discussed in terms of teacher effectiveness, potency of interventions, and the role of classroom climate variables. Substantial appendices include the teaching guide and lessons that comprise the TARGETS instructional strategy. (JW)