Students motivation and interest are of fundamental importance to the learning process in educational contexts. Both motivation and interest enhance learning processes and prolong the effective time of learning as lessons can take place more conflict-free and more efficient (Wild & Möller, 2009; Helmke, 2004). Moreover, intrinsic motivation is seen as essential for qualitative learning (Deci & Ryan, 1993). Thus, it appears to be necessary to integrate motivating as well as interest-promoting factors within the frameworks of qualitative and learning-enhancing instructional concepts. Motivation and interest can be aroused and promoted by creating possibilities for the pupils to satisfy their basic psychological needs for autonomy, competence, and social inclusion.The aim of this diploma thesis is to develop an instructional concept for psychology classes based on motivating and interest-fostering factors. Therefore, motivating and interest-fostering factors are firstly identified. These factors serve as the basis for the development of a motivating and interest-fostering instructional concept for the topic conflicts. Next, the concept was carried out in a secondary school in Graz and evaluated by 45 pupils and 17 teachers and students. Moreover, based on the results of this evaluation, the concept was adapted. Additionally, it will be outlined how this concept can serve as the basis for teaching concepts for other, thematically different, teaching units. Finally, further possibilities to enhance motivation and interest in classes are being provided. Thus, this work may serve as a repertoire for methods to foster motivation and interest in schools.