The purpose of this study was, based on Keller¡¦s ARCS motivational model, to develop and design feasible instruction in order to improve college students¡¦ motivation to learn and achievement toward information technology and society course. Participants were 220 college students from four classes and two teachers in a technical and vocational college. Each teacher taught two classes, and every teacher was randomly assigned to one experimental group and one control group from those two classes. Data was collected through the administration of Learning Motivation Inventory (LMI) which was developed by the researcher. In addition, students¡¦ midterm and final exam scores were collected. The collected data was analyzed by using the statistical methods of t-test, One-Way ANOVA, and Pearson Product-Moment Correlation. The conclusions of this study are as follows: 1. There was no significant relationship between students¡¦ motivation to learn and achievement. 2. There was no significant difference on students¡¦ motivation to learn of experimental group and control group. 3. There was no significant difference on students¡¦ achievement of experimental group and control group. Although the results had no significant difference between the two groups. The researcher reviewed the instructional design during courses, and also addressed the status quo for these students¡¦ learning situation. Based on the above conclusions, this research proposed concrete suggestions for educators to promote technical and vocational college students¡¦ motivation to learn and achievement.