With ever-changing government mandates, new standards for accountability, and the uniquely diverse classroom of this millennium, educators are scrambling to meet the needs of all students, such that each unique learner, regardless of background, special needs, or level of commitment to coursework can demonstrate content mastery. In this article, Colleen T. Mantell offers components of motivation (psychological membership, perceived instrumentality, self-efficacy, intrinsic motivation, and differentiated instruction) that can be utilized to enable students to reach the content mastery that results from intrinsic motivation.