Ever since I began my teaching career, I have been fascinated by the topic of motivation and the role it plays in student learning. Daniel Pink's book, Drive: The Surspiring Truth About What Motivates Us, has been on my personal reading list for a couple of years now, and I was thrilled to find that it was one of the recommended books to read for this assignment. I have often wondered why some of my students, and even one of my children, are more internally motivated than others to complete a certain task. Now that I'm becoming a school administrator, my curiosity about what motivates adults has also increased. Hoping to find some insight and perhaps answers to some of my burning questions, I finally picked up Daniel Pink's book and started reading. Drive begins with a look at the work of scientists Harry Harlow and Edward Deci and their early experiments in motivation. As a result of their research into motivational theory, these two individuals discovered a completely different and unique way of looking at what drives human behavior. Harlow, in his experiment with rhesus monkeys, and Deci, with his Soma puzzle cubes, found that rewards and others were not the only factors at play in motivating task completion. The notion of “intrinsic motivation,” or pursuing a task for the sake of enjoyment and self-fulfillment, was born. Before Harlow and Deci's work, motivation could only be explained in two ways. The motivation to survive, also defined by Pink as Motivation 1.0, has always been fundamental to our existence. Motivation 1.0 works on the premise that “I need to do something” to satisfy my basic needs. It is a drive that dates back to the dawn of man and explains what… middle of paper… professional growth.” (Cunningham, 2009). If research shows us that students are more motivated and learn better in environments rich in autonomy, mastery, and purpose, then I, as a principal, will need to be an advocate for this to happen in my school. Students who are given opportunities to connect with others in self-directed, meaningful, and rigorous activities will be more motivated to be here to learn. Teachers who provide students with this type of learning environment will also be happier and more satisfied. Why? Because it works. References and bibliography Cunningham, W.G., & Cordeiro, P.A. (2009). Educational leadership: A bridge to better practice. Boston: Pearson Education, Inc. Pink, D. H. (2009). Drive: The Surprising Truth Behind What Motivates Us. New York: RiverheadBooks (Penguin Group).