This study examines two interventions for altering achievement goals in an effort to enhance academic success in struggling Introductory Psychology students. The procedures involved an in-class lecture and an interactive computerized tutorial. Both procedures were successful in altering motivation. This led to changes in study activities and increased examination and course grades. In fact, the rate of failure was cut in half in the students who completed the interventions. However, the procedures were not as successful at attracting students who were at risk for academic failure. Only 12% of the target students completed the first intervention while 55% of the target students completed the computerized tutorial. Participation in the computerized intervention was enough to markedly reduce the number of failing grades earned by the class as a whole. Additions and alterations to the interventions are proposed to extend their efficacy. (Contains 4 tables and 2 figures.)