The United States Bureau of Education in the spring of 1924 requested teachers to submit instances or illustrations of motivated work in arithmetic. The 5,000 or more replies received are doubtless a typical cross section of what is happening the country over. Replies have come from all parts of the country, especially, as was to be expected, from the more progressive teachers. The cross section therefore is doubtless above the median of common practice and fairly representative of the best practice. The samples have been studied and thoroughly analyzed. The purpose has been to see how fully work in arithmetic is motivated and by what means and, conversely, to what extent the work in arithmetic is on the basis of requirements or mere incentives, even though the most recent term "project" be applied to it. Careful study of the returns shows that thousands of teachers are making a very definite effort to realize the principle interest or motivation in their work, but that in spite of these efforts much of the work remains formal. Actual life situations are not very common in school work. The total number listed in this study is small. The motivated situations based closely upon life situations are more common, but the most common means of all used for holding attention is the game or game devices. Some games are used in all grades but more in the lower grades. It is apparent, however, that the bulk of the work even in the lower and intermediate grades is in the form of exercises largely unmotivated. A brief selected bibliography is included. (Contains 12 figures and 3 footnotes.) [Best copy available has been provided.]