This study examined the effects of using motivational strategies to increase the homework rate of high school students. A total of 833 students from five high schools in one school district participated in the two week study. A baseline of homework completion was established. Teachers used three treatment/conditions with Algebra I and English II classes. The independent variables of gender, school, ethnic background, class type, and treatment/condition were analyzed. Overall, students who received individual motivation treatments from their teachers completed more homework than students who did not receive individual praise treatments. Furthermore, students who were offered a reward of a special game day in addition to the individual motivation treatments from their teachers completed even more homework assignments.