The active learning assignment, Pink Time, provides an opportunity to experience and reflect upon learning that may both benefit individuals and contribute to high-quality teaching. Previous studies have found that Pink Time supports university students' motivation and comprehension of the learning process (Baird et al., 2020, Baird et al., 2015).

The present study examined the impact of an active learning assignment, Pink Time, on pre-service elementary teachers' motivated-related perceptions. A multiple method approach offers an understanding of the extent to which Pink Time influences the three psychological needs that are a part of Self-Determination Theory (SDT). This theory provides a framework to examine three key components of motivation: autonomy, competence, and relatedness. A sample of 28 pre-service teachers participated in two Pink Time iterations over two different courses.

Quantitative data was collected through 21 responses on the MUSIC Model of Academic Inventory (Jones, 2012, 2020) with open-ended response questions to perceptions related to empowerment (autonomy), usefulness, success (competence), interest, and caring (relatedness). Qualitative data was collected using five interviews, four group discussions, and 21 responses to the open-ended survey questions on the MUSIC Model Inventory.

The findings imply that Pink Time is a useful tool to support pre-service teachers' perception of motivation in areas of empowerment, usefulness, success, interest, and caring. Implications of this study include contributions to classroom assignments in teacher education programs that support motivation which results in high-quality teachers. Pink Time may also be used in the PK-12 setting for both students and teachers.

Supporting PK-12 students in pursuing interests and increasing motivation is pertinent to academic success. Educational leaders could offer teachers professional development opportunities through Pink Time where teachers seek out their interests to support their own professional growth and uniquely contribute to school-level outcomes such as inclusive learning environments, effective online/virtual learning, and wellness.