IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.