This study examines motivational factors and how they affect student achievement, as well as teacher and student perceptions of these factors in a STEM school. The focus of this research is to determine if there is an association between overall reported motivation and student achievement as measured by End of Course performance and Grade Point Average (GPA) in a STEM school. This study utilizes mixed-methods research and examines the MUSIC® Model of Motivation which educators use to assess motivation and study students' perceptions of their classes (Jones, 2017). This research investigates the factors in the MUSIC® Model of Motivation and the effect of motivational factors on student achievement and learning. The research suggests a correlation between the success factor and achievement as measured through state-mandated End of Course assessments (Ohio Department of Education, 2018). The results suggest the strongest correlation between motivation and achievement (End of Course) in American History. The research examines student and educator perceptions of motivational factors. Both educators and students perceive the caring factor to be the highest. Interest is the lowest scoring factor for students while empowerment is the lowest scoring factor for teachers. Educators summarize through interviews the role of the educator as a facilitator of learning and a motivator that combines the factors to engage students. Educators in this study strongly emphasize the importance of the caring factor in a school setting. They argue that this factor is crucial in the STEM school, which is a public school of choice. The research implements reflective practices through qualitative research questions based on the quantitative results. [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.]