This study was designed to use differentiated instruction and technology to increase motivation and comprehension in the middle school classroom. Whereas, engaging students through choice and learning style preference will translate into measurable comprehension and motivation. Layered Curriculum™ is centered on the theory of differentiated instruction and was the foundation for the two units taught in this study. The study was conducted with 115 seventh grade science students in four different sections of seventh grade general science. Of the115 students, 45 agreed to participate in this study. The study was incorporated into two different science units; groundwater and atmosphere. Two different units were assessed to determine the effect of technology, more precisely Moodle, on comprehension and motivation. Data was collected in the form of pre and post unit surveys and assessments. Significant evidence from this study suggests that the implementation of layered curriculum and Moodle was effective in increasing comprehension. However, there was no significant correlation between Layered curriculum and Moodle to motivation.