Participants are introduced to a model for analyzing the evolution of learner self-concept as students progress through the novice to expert continuum. The relationship between learner self-concept, strategic analysis of challenges, and level of achievement is explored with examples. Participants then review diagnostic questions designed to help faculty assess the causes of apparent low motivation among learners, analyze case scenarios of seemingly under-motivated students, and discuss strategies to build and maintain student motivation. Factors in the school environment that may contribute to diminished motivation are emphasized.