This article describes an approach to identifying, capturing, and implementing the active ingredients that account for the differences found when instructional and motivational research interventions are compared in empirical research. The goal of the article is to describe a research-to-practice model and questions that support the effective design of evidence-based instructional and motivational strategies. The reason for the model and questions is that too many instructional designers encounter difficulty when they attempt to determine what part of a research-based intervention actively influenced learning and motivation in a study and how to translate an active ingredient so that it is accepted by the people and settings where instruction will be implemented. The model emphasizes two stages during the research and development strategy: Strategies are described for reading research reports to identify generic instructional interventions, and suggestions are offered for ways to format generic interventions to accommodate the cultural and contextual characteristics of the diverse settings where they may be applied and used. (Contains 1 figure.)