Leonardo's Laboratory is modeled after Renzulli's Type III Enrichment program. Twenty-nine, eight, nine and ten year-old, third and fourth graders, from an inner city school district, who demonstrated strength in the visual-perceptual/visual spatial realm, but were challenged academically, participated in this nine week, two hour weekly, after school program. The focus was on the students developing their personal best, strengthening their time management skills, self-efficacy beliefs, feelings of competency and intrinsic motivation for achievement. The belief that children can increase their intrinsic motivation for achievement if they feel more confident with the things that they do successfully; and that the children will want to try more difficult tasks because they have experienced success at a similar task sparked this study. Using Susan Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom (1980) the children's individual preference for a challenge, curiosity/interest, independent mastery, independent judgment and internal criteria was measured compared for their preference for easy work, pleasing the teacher and getting good grades, dependence on the teacher and reliance on the teacher's judgment; and external criteria. A Multivariate Analysis of a Covariance (MANCOVA) was completed. The classroom teachers reported that the children were generally more motivated to learn in school and wanted better grades. However, the MANCOVA testing the hypothesis for group difference was not statistically significant. The study results were discussed as well as limitations. Future areas of research were identified.