The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the principal, teachers' beliefs of the principal's value and expectations for achievement, and teachers' belief about future utility of efforts. The instrument used in this study was the "Teacher Motivation Diagnostic Questionnaire." Sixty-eight language arts and reading participants from the grades 5-8 at 6 middle schools in Southwest Virginia were used. Six diverse public schools were randomly assigned into two groups. Group A, the treatment group, received walkthrough treatment with conferences while Group B, the control group, did not receive any treatment. The participants were given a posttest to determine existing levels motivation the teachers had on the four factors of the "Teacher Motivation Diagnostic Questionnaire" while controlling for teacher motivation pre-test scores. An ANCOVA was used to evaluate the adjusted means between each of the groups. No significant difference was found on any of the dependent variables. The researcher recommends that this study be repeated for a longer period of time with a more diverse population and provide more training about the purpose of walkthroughs for teachers and administrators. [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.]