This paper examines two factors that have been shown in previous literature to enhance students' interest in learning mathematics--personalization of problems to students' interest areas, and the addition of visual representations such as decorative illustrations. In two studies taking place within an online curriculum for middle school mathematics, students receive problem types that vary with respect to these factors. Results show that while these interest-enhancing interventions may benefit students in the short-term as they solve modified problems, there is little evidence they allow students to understand key mathematics concepts more deeply. [For the complete proceedings, see ED583608. For corresponding grantee submission, see ED574470.]