This article describes a classroom research project to investigate whether authentic materials increase the classroom motivation of learners, a claim often made but rarely, if ever, tested. A definition of motivation relevant to teachers was adopted-learner interest, persistence, attention, action, and enjoyment. Two beginner-level EFL classes participated, and both used authentic and artificial materials alternately. Results from two observation sheets and a self-report questionnaire indicate that while on-task behaviour and observed motivation increased significantly when authentic materials were used, self-reported motivation only increased over the last 12 of the 20 days of the study. However, learners also reported authentic materials to be significantly less interesting than artificial materials.