This study aimed to explore the teaching strategies developed using the ARCS (attention, relevance, confidence, and satisfaction) motivation model and project-based learning in a general education course in social psychology and their influences on students' learning motivation and learning outcomes. The teaching strategies designed using the ARCS motivational model include knowledge content linking students' life experiences, various classroom activities, specific experimental steps, clear and consistent assessments, and positive encouragement from the teacher. The project-based learning strategy was divided into eight stages and implemented throughout the semester. The results were as follows. Using the teaching strategies designed by the ARCS motivation model, students self-reported that they were interested in the course. They found knowledge to be familiar, practical, and relevant, and had confidence in learning. Through the project-based learning process, they acquired and applied knowledge, and their core competencies increased. They experienced self-improvement and built confidence in themselves. Guided by the teaching strategies, they achieved both satisfaction and success. This indicates that the teaching strategies applied in the course were beneficial for the students' learning motivation and learning outcomes.