The purpose of this study was to identify motivational gaps and design to optimize for motivational needs in a current university course in mechanical engineering. The course instructor and instructional designer collaboratively used the SUCCESS framework (Hardré, 2009) to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, process and products of the analysis, and strategic redesign of the course to optimize motivation for engagement and innovation. This project demonstrates the iterative process of exposing both implicit and explicit motivational elements of instruction and identifying opportunities to improve them. For this process it utilizes coursework in an applied profession that requires open-ended problem-solving and solution design. It illustrates the utility of the SUCCESS framework, as well as an implementation process, for identifying and addressing motivational gaps in instruction, based on key competencies and performance goals.