This report describes a program for decreasing student underachievement. The targeted population consisted of two German classes at the third- and fourth-year levels in a high school in a suburb of a major metropolitan area. Persistent student underachievement was documented through homework percentages, participation percentages, overall grades, teacher anecdotal accounts, and student surveys completed by 37 German students. Analysis of probable cause suggested that underachievement could be attributed to a mismatch of student learning styles and teaching strategies, the students' negative relationship to learning in the past, and insufficient parental support and involvement in student learning. An examination of the problem setting, combined with a review of solution strategies recommended by knowledgeable others, resulted in the selection of a three-pronged intervention to strengthen the link between the teacher, students, and parents. The three strategies implemented were: (1) an increased variety of teaching methods; (2) student goal-setting contracts; and (3) a home-school liaison. Postintervention data indicate a decrease in motivation to complete homework assignments and participation. The data also indicate, however, student favor toward varied instruction and assessment methods. The individual goal-setting contracts and home-school liaisons provided valuable insights but yielded negative results due, in part, to labeling effects. Ten appendixes contain surveys, consent forms, lesson plans, the achievement contract, and other documents used in the study. (Contains 9 tables and 25 references.) (SLD)