Spelling proficiency is crucial to young students' feelings of success and an important part of overall literacy. In fact, poor performance in spelling often reduces motivation for general literacy. Unfortunately, spelling instruction is often inconsistent in elementary schools. Using Achievement Goal Theory, the authors describe how students' efforts are encouraged or discouraged based on instructional approaches and activities used to teach spelling. They outline specific research-based teaching techniques that will help to motivate all students with spelling and improve their motivation for literacy learning.