This paper describes a framework for research in Information Systems/Information Technology (IS/IT) instruction that is grounded in existing theory and research from education literature. A recently developed model that integrates instructional design and learning motivation theories provides a theoretical basis for future efforts of researchers and practitioners in IS/IT instruction. Primary theories of instructional design and learning motivation are reviewed; a detailed description of the integrative model is provided, focusing on instructional methods, learner motivation, instructional conditions, and outcomes. Finally, implications for research and practice in IS/IT instruction are drawn from the integrative model. (AEF)