This essay addresses a critical problem in today's college classroom: dealing with unmotivated and under-motivated students whose inclination toward learning stems from both academic and social factors that the faculty must effectively address to meet teaching-learning goals, meet course requirements, and his or her responsibility in contributing to student success as defined by the institution. The author discusses this problem and the teaching learning challenges it poses for faculty members in higher educational settings, explores how the challenge can be met through modified perspective on teaching and learning theory--multiple intelligences, differentiated instruction, and then communicates personal strategies and recommendations.