The aim of this study is to reveal the factors that reduce the motivation to learn history according to high school students (15-18 age) and to suggest solutions. The research is a qualitative case study. The study was conducted with 349 high school students studying in Ankara in the 2021-2022 academic year. The data of the study were obtained through a questionnaire form consisting of open-ended survey questions and the data were analyzed by content analysis. According to the findings, students have significant motivation problems towards learning history. Factors such as the qualification of the history course, inactive teaching techniques, teachers' attitudes and behaviors, curriculum, students' interest and attitude towards history course, and classroom environment reduce students' motivation to learn history. In the face of these factors, students try to make the course enjoyable, increase their personal interest and benefit from different teaching materials. According to the students, in order to increase the motivation to learn history, there is a need for active, entertaining lessons supported by different materials. Students' suggestions for increasing motivation to learn have long been discussed within the framework of the problems of history teaching. Despite the new approaches to history teaching, changing curriculum and textbooks, students still have motivation problem to learn history, which makes it necessary to re-evaluate history teaching in terms of practice.

Motivation, Learning Motivation, History Teaching, High School Student