Middle school students experience decreased academic motivation and declining achievement without proper classroom strategies and academic support. This single case study explores the parallels between child and adult education theories to identify a practical approach to adolescent learning and teaching by identifying effective educational strategies implemented by middle school math teachers to motivate adolescents to engage in the educational experience as they develop from children into young adults. Evidence was collected from semi-structured teacher interviews and classroom observations to support the analysis of classroom strategies that promote student engagement. The study's findings indicate that applying specific andragogy principles in middle school classrooms could increase student engagement. However, the teacher should use prudence in choosing the appropriate strategies to meet their particular audience at their current cognitive and behavioral levels for the process to motivate the students effectively. The single case study also revealed that teacher confidence in their ability to inspire and engage students increased as they gained life and classroom experience. The implications from the literature combined with the results of this single-case study serve as a cautionary tale that teachers should not treat adolescent students as children because it could lead to rebellious behavior and refusal to engage in the academic setting. Educators must share their experiences, ideas, and best practices to improve the educational experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]