Word problems are frequently taught in shallow contexts, where students primarily use procedural knowledge to solve problems and struggle to transfer their learning to real-life situations. This study examines how extra-mathematical knowledge and motivation may enhance the learning process. The study involved 345 fifth-grade students (51.2% male) from 25 classes across 11 schools. Tasks and questionnaires were completed online during regular school hours. The results revealed a positive relationship between extra-mathematical knowledge, motivational components, and word problem-solving. Furthermore, word problem-solving improved when extra-mathematical knowledge was paired with higher expectations of success and lower perceptions of cost. These findings highlight the importance of extra-mathematical knowledge, alongside motivation, in improving word problem-solving abilities.