This paper is engage in issues the properties of motivational factors in the process of mastering of natural and social contents in school. The overall objective of this research relates to the determination of the connection between factors which are the sources of motivation and academic performance of students with mild intellectual disabilities to acquire the syllabus of the subject of the nature of society. Student sample of this study includes 120 respondents of both sexes. Criteria for selection included following: IQ characteristic for students with mild intellectual disability, which ranged from 51 to 69, with calendar age from 12 to 15 years and 11 months (for each year were examined thirty children), school age which involved students from fifth to eighth grade (for each class were examined thirty students), and the absence of neurological, psychiatric, sensory, expressed emotional and multiple disturbance. In this study, the following instruments were used: Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Prosocial Self-Regulation Questionnaire (Ryan and Connell, 1989), Social Status of the Family Questionnaire (Đigić, 2007), The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Perceptions of Parents Scales (Grolnick, Deci , & Ryan, 1997) and Criterion Test of Knowledge for Subject of Nature and Society, which is specifically designed for this research. There were presented the results of explorative study for basic characteristics of students motivation, then the quality of curricular content for subject of nature and society ,and the type of connection of motivational variables (academic self-regulation, prosocial self-regulation, teacher support, parental support and socio-economic and cultural status of the family) with the relevant variables of school achievement Summary (mastering subject of nature and society is presented in five areas - geography, biology, history, physics, and chemistry, as well as a numeric score in this case). The prevalence of external academic type of motivation were determined among children in the sample and in the style of identified regulation, which describes the pleasure in school and readiness in accepting the goals set by the school. In social relations in the school children in the sample was observed prevalence of identified prosocial regulation that manifests empathy, as a general tendency. The significant participation of motivation was found in successful mastering program content and confirmed the importance of stimulating environment in encouragement for motivation trough mastering the material. Teachers stand out as the most successful motivator in learning this program. Ovaj rad se bavi pitanjima svojstva motivacionih činilaca u procesu školskog savladavanja prirodnih i društvenih sadržaja. Opšti cilj ovog istraživanja se odnosi na utvrđivanje povezanosti faktora koji čine izvore motivacije i školskog postignuća učenika s lakom intelektualnom ometenošću u savladavanju programskih sadržaja nastavnog predmeta Priroda i društvo. Uzorak učenika ovog istraživanja uključuje 120 ispitanika, oba pola. Kriterijumi za izbor ispitanika podrazumevali su: količnik inteligencije učenika karakterističan za laku intelektualnu ometenost, koji se kretao u okvirima od 51 do 69, kalendarski uzrast od 12 godina do 15 godina i 11 meseci (za svaku kalendarsku godinu ispitano je po tridesetoro dece), školski uzrast koji je podrazumevao uključivanje učenika od V do VIII razreda (za svaki razred je ispitano po tridesetoro učenika) i odsustvo neuroloških, psihijatrijskih, senzornih, izraženih emocionalnih i višestrukih smetnji. U ovom istraživanju korišćeni su sledeći instrumenti: Upitnik akademske samoregulacije (Academic Self-Regulation Questionnaire) (Deci, Hodges, Pierson, & Tomassone, 1992), Upitnik prosocijalne samoregulacije (Prosocial Self-Regulation Questionnaire) (Ryan and Connell, 1989), Upitnik o socijalnom statusu porodice (Đigić, 2007), Upitnik problema u školi (The Problems in Schools Questionnaire (PIS), Deci, Schwartz, Sheinman, & Ryan, 1981), Skala procene roditeljske podrške (Perceptions of Parents Scales) (Grolnick, Deci, & Ryan, 1997) i Kriterijumski test znanja iz nastavnog predmeta Priroda i društvo, koji je posebno konstruisan za potrebe ovog istraživanja. Prikazani su rezultati eksplorativnog istraživanja osnovnih karakteristika motivacije učenika, potom kvaliteta savladanosti programskih sadržaja nastavnog predmeta Priroda i društvo i načini povezanosti Rezime motivacionih varijabli (akademska samoregulacija, prosocijalna samoregulacija, podrška nastavnika, roditeljska podrška i socio-ekonomski i kulturni status porodice) sa relevantnim varijablama školskog postignuća (savladanost programa nastavnog predmeta Priroda i društvo prikazana kroz pet oblasti - geografija, biologija, istorija, fizika i hemija, kao i numerička ocena iz ovog predmeta). Utvrđena je prevalencija spoljašnjeg akademskog tipa motivacije kod dece našeg uzorka i to u stilu identifikovane regulacije, koja opisuje zadovoljstvo školom i spremnost ka prihvatanju ciljeva koje škola postavlja. U socijalnim odnosima u školi kod dece našeg uzorka uočena je prevalencija identifikovane prosocijalne regulacije koja ukazuje na prisutnu empatiju, kao generalnu tendenciju. Ustanovljeno je značajno učešće motivacije u uspešnom savladavanju sadržaja navedenog programa i potvrđena važnost stimulativnih uslova sredine u podsticaju motivacije za savladavanje gradiva. Nastavnici se izdvajaju kao najznačajniji uspešan motivator u savladavanju ovog programa.