The problem that this qualitative descriptive study addressed is that Jordanian fifteen-year-old students performed lower than the mean for all fifteen-year-old students from participating countries on the standardized 2018 OECD PISA assessment tests, which leads to inequality in achievement and low human capital outcomes. The overarching research question was: What are the effective strategies used by qualified Jordanian teachers to create an environment in which student-teacher communication and engagement are focused on promoting and motivating excellent academic performance in the classroom and on standardized PISA tests? The study sample comprised 8 Jordanian secondary school teachers of PISA-tested subjects: English, mathematics, and science. Four themes emerged from a thematic analysis of participant interviews: Developing intrinsic motivation, student-teacher relationships, in-class and out-of-class strategies, and need for support. Participants described several strategies they use to promote teacher-student engagement and communication for excellent academic performance, including setting classroom rules, implementing cooperative learning activities, open-door policy, social media, active listening, feedback, extrinsic rewards, and student counseling. Findings emphasize the need for school administrators to support teachers' efforts in promoting student motivation and engagement for excellence in PISA and overall academics by continuously training teachers on classroom management and communication, fostering a culture of engagement, promoting parental involvement, ensuring resource availability, and increasing student support. [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.]