In recent years, extensive research has unveiled the pervasive undervaluation of the academic potential of students of color by public school teachers, especially in developed countries where there is an increase in immigrants. However, this misjudgment has resulted in low expectations and a failure to recognize the value of cultural differences as assets to learning students from these minority cultures have become demotivated and uninterested in learning. Some research and literature have reported that connecting academic knowledge to students' lived experiences makes learning more meaningful, interesting, and effective. Factors like motivation to learn in students can bring about several personal meanings and attitudes to classroom activities, which can arouse their interest and energies differently. The interest theory which is seen as the most well-known antecedent of motivation served as a guide to this study. Thus, the situational interest is sparked by environmental stimuli, providing strong motivation for learning and resulting in heightened attention and improved information processing. This inclination towards specific topics, tasks, or activities is influenced by the appealing nature of the stimuli, such as novelty, significance, or attractiveness. It has been extensively researched in the context of text comprehension. Thus, this study recommends there is the need for the Implementation of a culturally relevant curriculum that comprises the use of materials and images in the classroom to reflect a diverse range of perspectives. Contextualizing issues within race, class, ethnicity, and gender is crucial in creating an inclusive learning environment that will enhance the students' motivation to learn.