This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were evaluated with a series of one way ANOVA (Analysis of Variance) to determine if differences existed. The ANOVAs showed that no difference existed in the means by gender, but that significant differences existed by student classification type and the level of motivation of the students. (Contains 1 table.)