In this senior thesis I will be talking about motivating students for reception of lyrical poems. The initial chapters deal with the motivation itself and motivation as the stage of one class. It is important to plan the motivation that will encourage students to actively participate in the class. The classes to which this thesis is directed is the class of poetry, which is described according to the curriculum. It is especially emphasized the role of the teacher as a person who introduces the children with poetry. Methodical systems in which it is possible to process the interpretation of lyrical songs is shown. In the central part are processed the types of motivation according to the division that is offered in the book Metodika književnoga odgoja (2005) by Dragutin Rosandić. There are examples of the specific motivation and explanations of those that are not well or not at all explained in the literature. For the purpose of verification of the implementation of the motivation in the reception of the lyrical poems in the school practice, research was conducted in two elementary schools. During those classes that were led by teachers, it has been observed how teachers prepare for motivation and its content and carry it out regularly. In five hours, teachers were using experiential and aesthetic motivations. Besides the qualitative, quantitative research was also conducted via online anonymous questionnaire. Conducted research found out how teachers feel about the importance of motivation and of the importance of creating new and interesting motivation. It was shown how much effort in creating the motivation the teachers put in and what types of motivation is the most commonly used. The aim of this thesis is to introduce the types of motivation for the reception of the lyrical poems, get to know the habits of the teachers and open the door to discovering some new motivation.