Starting from different definitions, a general model of learning motivation is proposed. Besides the description of antecendent characteristics of the person and situation, the model stresses the specification of actual variables that affect the quality of learning motivation. It further analyses how actual motivation influences the process and the outcomes of learning. Using this general model, we begin our explanation with Heckhausen’s Extended Cognitive Model of Motivation (1977) and its further elaboration by Heckhausen and Rheinberg (1980) and Rheinberg (1989). Klinger’s, Kuhl and Beckmann’s, Heckhausen’s, and Gollwitzer*s theories are also taken into account. Man and collaborators are included, too. We argue that short-term interventions need not be restricted to a pure change in structure that is relevant to the situation but can also include activity-related incentives. On the other hand, a long-term strategy always focuses on changing the person’s characteristics. An exact analysis of these characteristics is required. Well known approaches that apply motivational training in the Czech Republic, Germany, and English- speaking countries are briefly described. In short, we propose three basic new approaches: (a) modification of educational interests, (b) modification of volitional competencies and (c) self and/or externally induced flow. We assume that if flow and interest are missing, volitional competencies are of high importance for successful learning. We are also open to facilitating thinking in connection with motivation (Klauer, Fries) and Cognitive Acceleration through Science Education CASE. This latest approach has been recently elaborated especially at the School of Education (King’s College London) by Aday, Shayer, McLellan et al.