This project aims to serve the national interest by implementing and establishing practices to improve student motivation in organic chemistry; a critical STEM discipline often fraught with challenges. By focusing on the concept of perceived costs — sacrifices and losses students associate with academic tasks — the study endeavors to develop targeted interventions to empower students and enhance their engagement with the subject matter. Through innovative approaches integrating Situated Expectancy-Value Theory (SEVT) and Self-Determination Theory (SDT), this research seeks to deepen understanding of student motivation and learning processes within the realm of organic chemistry education. This initiative aligns seamlessly with NSF's mission to support transformative projects that advance knowledge and foster educational equity. Moreover, by addressing the multifaceted challenges students encounter in organic chemistry, this project has the potential to yield significant breakthroughs in STEM education, contributing to NSF's broader goal of enhancing diversity and inclusion within the scientific community. The primary goals of this research project are to investigate the impact of perceived costs on student achievement and retention in organic chemistry courses, particularly focusing on historically marginalized student populations. The study will employ a mixed-methods approach, combining qualitative and quantitative analyses to explore the relationship between perceived