The purpose of this study is to examine trends of intervention trends conducted to improve learning motivation of students with underachievement and to analyzed using quality indicators in order to identify that they are appropriate for evidence-based practice. Based on the selection criteria, 52 studies were selected and the research trends were examined. Among the 52 studies, 36 studies which set up the experimental group and the comparative group were analyzed using the quality indicators. The results of this study were as follows: First, the number of intervention studies to improve learning motivation of students with underachievement has steadily increased since 1994. Second, the most studies were targeting for elementary school students. Third, the most interventions were group counseling, followed by improvement of learning skills and habits, and promotion of learning motivation, ARCS model, problem-based learning, and cooperative learning. Fourth, Intervention session of the most studies was 10～15 times, intervention lasted approximately 30 to 60 minutes, and the duration of intervention was conducted during 9 weeks or more. The qualitative analysis results were as follows: First, it was good that most studies provided intervention contents provided to the experimental group in detail and information of research participants. Also instruments for measuring used in most studies were reliable and valid. Second, it was not good that most studies did not provide fidelity on intervention and intervention contents provided to the comparison group. Third, studies did not report effect sizes. Based on the results of this study, some discussions and suggestions for the future research were offered.