This independent project aimed to investigate the lasting impact of motivational approaches used with young children, specifically whether Key Stage 1 (KS1) educators provide sufficient opportunities for promoting intrinsic motivation in pupils. An intrinsic case study was conducted, which included an interview with a class teacher, group interviews with their year one and two pupils and a quantitative event sample. The findings highlighted discrepancies between the perceived and actual use and implementation of intrinsically motivating approaches. The teacher assumed that external rewards were necessary for motivation, but the class demonstrated the ability to work without them. The study revealed that extrinsic approaches might do less for learning than thought and can negatively affect pupil holistic well-being, particularly for the most vulnerable children. The findings suggest that there is a need for a shift in classroom practices towards intrinsic motivation.