As a step toward improving our understanding of the potential impact of technology-based activities on students’ motivation in mathematics, the goal of this project was to investigate the relationship between (a) specific technology-based activities that exemplify various motivational constructs, (b) students’ engagement in mathematics and perceived competence in pursuing STEM careers, and (c) students’ mathematics learning from a short algebra lesson. As part of a four-day school-based intervention, students in grades 5 to 8 in a large school district were randomly assigned to three different technology-based activities, each representing a different framework for motivation and engagement designed around an exemplar lesson related to the learning of algebra.