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The purpose of this quantitative correlational study was to determine the relationships between motivators used with cyber school students with disabilities and their ability to independently initiate and complete required tasks. These relationships were evaluated by a quantitative correlational study with a linear regression approach. Analysis of the quantitative study was to identify how motivators supported students with disabilities in cyber courses. Eight regular and special education teachers in a public school in Central Pennsylvania were chosen to complete an online survey. Originally, contacts were made to recruit 61 schools. Many superintendents or Chief Executive Officers (CEOs) denied permission to perform the research. The research was therefore tailored to the one institution that granted permission. The questions for the research are: What is the relationship between motivators used by students to initiate required tasks and outcome performances? and What is the relationship between motivators used by students to complete required tasks and outcome performances? There no statistically significant relationship between motivators used in cyber courses and students’ ability to initiate or complete tasks and outcome performances. The null hypothesis was not rejected, and the alternative hypothesis was rejected. The reason these motivators were researched and evaluated was to determine if intrinsic or extrinsic motivators could be used as scaffolds to improve outcomes for online learners. Some recommendations generated by this study for future studies are to reach a broader geographical area to recruit participants, eliminate problematic inferences with the recruitment process, and to obtain permission to conduct the study in a timely manner.