This study focused on students' responses toward an experimental instructional program called Flex-time that was offered in grades three through five in a Southeast NJ school district. The study aimed to determine: (1) if the Flex program motivated and/or engaged students to have a love for learning and (2) if characteristics, such as grade level, gender, educational class, and ethnicity influenced students' perceptions of Flex-time. The Flex program invited students to list their strengths in non core academic classes in order to be paired up with teachers to form small classes of ten or less that centered on student-driven interests. Each class was four weeks long and students went through several class rotations throughout the school year. Some of the courses students participated in included, but were not limited to: photography, handwriting, and clay animation. The Flex-time program aimed to encourage students to feel good about school through a non-traditional, non-academic class that peaked their interest in learning through subjects they expressed a desire to learn about. Students and teachers were surveyed and administrators were interviewed. Results suggest that the Flex program is not a motivational factor for students' desire to come to school; however, students are interested in the classes, find them engaging, and like the fact that they have choice in what to learn. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]