There are inevitable challenges standing in the way of the success of any approach to Instructional Design. Some are being faced up to. Some are not. Not least among them is the absence of empirically established principles undergirding Instructional Design prescriptions. The challenge it poses is to their reliability and validity. Nothing that could not be overcome with a research agenda. Then there is the whole range of individual differences among learners to be accommodated. Nothing here for which there does not already exist an arsenal of applicable tools. Not to be sold short in any telling are variations in learning skills which suggest a need to enhance them for all aspiring learners. In this case there are also available or proposed solutions. Recent articles by the author in this magazine have suggested a way out for these issues. Because the issues are all intimately bound up with one another and particularly with the subject of this article, the "motivation to learn," they are briefly reviewed in the introduction to this article. Motivation to learn, to want to learn, remains a challenge. Without it, no matter how stellar instruction may be, there will be those "learners" who will not give their all. To address the "motivation" issue, this article will propose an approach for instilling a mindset, "learning has instrumental value." It would begin early in preschool years and would be given booster shots intermittently throughout K1-. It, so the hypothesis goes, will address the "wanting to learn" issue. For it is as key an issue for Instructional Design as any core "instructional issue." "Wanting to learn" is capable of being acquired as a mindset, perhaps even a disposition. As important, it is also capable of becoming generalizable, capable of dealing with varied learning requirements. That possibility is what the current article explores. It also proposes an approach for realizing it. As such it is a hand-in-glove companion to a previous article by the author. It sought to enhance "learning skills" by means of a "learner" version of Instructional Design. Together, if successful, "motivation to learn" and "enhanced learning skills" could function as a formidable pairing. Preceding other programs it could be of benefit to any Instructional Design model.